Phoenix Rising: An Autoethnographic Account of a Gifted Black Male With Dyslexia

2017 ◽  
Vol 40 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Shawn Anthony Robinson
Keyword(s):  
Theoretical Model ◽  
Narrative Inquiry ◽  
Identity Formation ◽  
Research Design ◽  
Research Methodology ◽  
Black Male ◽  
Lived Experiences ◽  
Research Question ◽  
Central Research ◽  
Personal Experiences

The purpose of this study was to describe my academic journey as a gifted Black male with dyslexia. The central research question was the following: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the topic of examination. The research methodology used for my analysis was autoethnography, which allows personal experiences to be explored through the intersection between narrative inquiry and ethnography. The approach allowed me to fully articulate my lived experiences, which provided a deeper understanding on how the intersectionality of race, dyslexia, and giftedness influenced my identity formation. An analysis of my journey led to the finding that the intersection of identity categories must be attended to, in order to support the learning of students with “triple-identity.” The article presents a theoretical model for exploring the intersectionality of those elements.

Art as an Escape: A Narrative of a Fine Arts Graduate

2019 ◽  
Vol 7 (1) ◽  
pp. 909-924
Author(s):  
Hyreizl Love Acosta Tangonan ◽  
Charlton Sales Selda
Keyword(s):  
Narrative Inquiry ◽  
Visual Arts ◽  
Research Question ◽  
Fine Arts ◽  
Study Data ◽  
Local Context ◽  
Central Research ◽  
Structured Interviews ◽  
Negative Stereotypes ◽  
Personal Experiences

Introduction: In the field of visual arts, there are a few studies conducted on the subject of escapism among artists. This research paper is conducted, in the context of contemporary visual arts, with the purpose of contributing to the knowledge regarding escapism and the experiences of artists who resort to art as an escape. Methods: Using the narrative research design, the central research question is “How do personal experiences trigger a Fine Arts graduate artist to resort to art as an escape?”. A graduate of Fine Arts who personally considers art as an escape was the participant of the study. Data were gathered using semi-structured interviews, and analysed based on the narrative inquiry research framework by Connelly and Clandinin (1990). Results: The findings were categorised into the following three themes: (a) situation, (b) interaction, and (c) continuity. This research will contribute to the existing knowledge of escapism in the field of visual arts even in the local context. Discussion: Further research on the lives of contemporary artists and artisans is needed in the field of narrative inquiry. Moreover, a deeper understanding of the mental and emotional issues among artists will clary misconceptions in the field of visual art and also give new perspectives and insights to a common mentality of artists as introverts or other negative stereotypes

scholarly journals Western Faculty Members' Cross-Border Lived Experiences

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Xin Bu ◽  
Bill McCaw ◽  
Patty Kero
Keyword(s):  
Lived Experiences ◽  
Research Question ◽  
The United States ◽  
Faculty Members ◽  
Central Research ◽  
Face To Face ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
Level Method

Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas’s (1994) strategy of inquiry as a framework and explored Western faculty members’ cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas’s (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants’ lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture

scholarly journals USING NARRATIVE INQUIRY TO EXAMINE TEACHERS' IDENTITY VIA FACEBOOK NARRATIVES

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Mai Ngoc Khoi ◽  
Tran Thi Long
Keyword(s):  
Professional Development ◽  
Social Networks ◽  
Narrative Inquiry ◽  
Identity Formation ◽  
Dual Process ◽  
Teaching English ◽  
Teaching Experiences ◽  
Personal Experiences ◽  
One Year ◽  
Depth Interviews

Identity is the result of one's personality, upbringing, learning and working experience. This article presents the results of a research on the personal identity of a lecturer teaching English at a university in Vietnam. The article analyzes the teacher's shared narratives on Facebook about his life and teaching experiences. In-depth interviews were conducted over a one-year period following narrative inquiry procedure. The paper shows the complexity of the participant's four intertwined identities as well as the potential of Facebook as an online platform to share and reflect on personal experiences, thereby allowing readers to engage in a dual process of identification and negotiation of meanings ​​in identity formation. Social networks have the potential to mitigate the isolation of teachers in their pursuit of professional development activities and to promote the formation and development of professional communities.

scholarly journals Lived Experiences of a Hong Kong Physical Education Teacher: Ethnographical and Phenomenological Approaches

2016 ◽  
Author(s):  
Raymond Sum ◽  
Teng-Yao Shi
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary School ◽  
Lived Experiences ◽  
Life Histories ◽  
Environmental Changes ◽  
Participant Observation ◽  
Research Question ◽  
Central Research ◽  
Political Empowerment

This study employed ethnographical and phenomenological methods to explore the lived experiences and career of a Hong Kong secondary school physical education (PE) teacher (Wharton) in order to embody his versatile roles through phenomenological description of a lived body itself and the lived world. The central research question is “How does a male secondary school PE teacher manage his work life and the embodiment of his professional roles?” Data collection techniques were in-depth interviewing, participant observation and field notes, participant’s reflection documentation and visual elicitation. Concepts of “play to learn,” “professional development” and “political empowerment” were used to examine Wharton’s lived experiences and career. Themes such as Static Gestalt, Dynamic Gestalt, Style Gestalt and Reversibility Gestalt were identified. This study may inform literature on sociological perspectives and the life histories of PE teachers and applicable to other teachers as they adapt to environmental changes in other settings.

Performing the Lived Experiences of LGBTQIA+ Individuals From Religious Backgrounds

2021 ◽  
pp. 153270862098725
Author(s):  
Jake Hogan ◽  
Matt Omasta
Keyword(s):  
Social Change ◽  
Religious Belief ◽  
Lived Experiences ◽  
Research Question ◽  
Central Research ◽  
State University ◽  
Utah State University ◽  
Religious Identities ◽  
Applied Theater

This article shares the playscript of an ethnodrama by and about people from religious backgrounds who identify as LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, and Asexual/Aromantic; “+” refers to the multitude of other identities included within Queerness and/or Transness) that was devised and performed at Utah State University. The applied theater project sought to understand, value, and share these peoples’ experiences, including the myriad roles religion played in their lives. Applied theater works to inspire social change through the performance of live productions. This project strove to help amplify the participants’ voices as they explored topics and issues that they uniquely face. The central research question for this project was “How do people from religious backgrounds who identify as LGBTQIA+ understand, process, and interact with individuals and institutions they encounter on a regular basis?” Specific themes and topics included familial responses to participants’ queer and religious identities, how participants sought to find and create community, how they experienced acceptance and rejection, and ways religious belief intersected with their queer identities.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Anisya Hardiant Daulay ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan  which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work. Keywords : Using Personal Experiences Strategy. Writing Narrative Text.

THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Anisya Hardianti Daulay And Sumarsih
Keyword(s):  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Narrative Text ◽  
Degree Of Freedom ◽  
Control Group ◽  
Narrative Texts ◽  
Personal Experiences ◽  
Experimental Group

This study attempts to discover the effect of applying Personal Experiences Strategy on students’ achievement in writing narrative text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel classes with the total number of students is 64. The samples of this research were taken by random sampling through lottery technique. The result was class X1 consisted of 32 students became the experimental group and class X2 consisted of 32 students became the control group. The experimental group was taught by Personal Experiences Strategy while the control group was taught by using Big group work strategy. The instrument was used to collect the data was writing narrative text. After the data were analyzed, it was found that the value of t-observed was 4.25 with the degree of freedom (df) = 62 at the level significance 0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of this study showed that teaching narrative text by using personal experiences strategy was higher than that by big group work.

Contemplating Framing: Unpacking the Possibilities of Printmaking in Narrative Inquiry

2021 ◽  
pp. 194084472199108
Author(s):  
Michelle Lavoie ◽  
Vera Caine
Keyword(s):  
Qualitative Research ◽  
Young Adults ◽  
Narrative Inquiry ◽  
School Children ◽  
Research Methodology ◽  
Visual Narrative ◽  
Refugee Families ◽  
Art Form ◽  
Qualitative Research Methodology ◽  
The Relationship

In this paper, we explore, name, and unpack the possibilities that printmaking, as an art form, holds in visual narrative inquiry. We also explore the relationship between visual narrative inquiry and narrative inquiry, a relational qualitative research methodology that attends to experiences. Drawing on two different ongoing narrative inquiry studies, where we engage with either trans young adults or refugee families from Syria with pre-school children, we explore how printmaking practices facilitate processes of inquiry. The etymology of the word “frame” helps us understand framing as a process that is future oriented and reflects a sense of doing, making, or preforming. In this way, framing allows us to see otherwise, to respond to and with participants, and to engage with experiences in ways that open new possibilities of inquiry.

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