scholarly journals Becoming a (Re)Searcher: Negotiating Literacies and Uncertainty

2020 ◽  
Vol 22 (1) ◽  
pp. 24-38
Author(s):  
Darcy Courtland

In this paper I explore my evolving understandings of literacy and ways of knowing. Using autobiographical narrative inquiry (Clandinin & Connelly, 2000), the first section of my paper delves into the ways I have previously negotiated concepts of literacy as an educator and novice researcher. In the second section of my paper, I turn towards Indigenous scholarship (Antone, 2003; Cardinal, 2010; Young, 2005) as I embrace my conception of literacy as “life lived” in conjunction with Freire’s (1985) concept of dwelling in uncertainty. By engaging narratively with my own literacy and learning experiences during the first year of my doctoral program, I negotiate uncertainty through three threads of learning: slowing down, being open to vulnerability, and walking humbly in good

2021 ◽  
Vol 12 (1) ◽  
pp. 8-21
Author(s):  
Muna Saleh

An autobiographical narrative inquiry exploring possibilities of co-composing curriculum alongside children, youth, families, colleagues, and community members that honours different ways of knowing and being in ways that honours (the poetry of) our grandmothers.


2009 ◽  
Vol 2 (2) ◽  
pp. 123-138
Author(s):  
Simmee Chung

This study is part of a larger inquiry (Clandinin & Connelly, 2000), attended to children’s, teachers’, and parents’ narratives of experience situated within institutional, cultural, and social narratives shaping particular school contexts. As one teacher engaged in an autobiographical narrative inquiry alongside her mother’s lived and told stories, she learned curriculum making is intergenerational and woven with identity making. This teacher’s narrative inquiry led her to new ways of knowing, reshaping her practice. The study illuminates the importance of attending to the interwoven, intergenerational stories of teachers, children and parents stories in co-composing a curriculum of lives.


2017 ◽  
Vol 2 (2) ◽  
pp. 126
Author(s):  
Bonnie Lynn Nish

When asked to find a visual expression of my writing process for a first year PhD writing class, I saw a chance to unblock whatever was making it difficult for me to write. Searching for a meaningful way into my story, my ideas were reflected back through images of eyes – the eyes of strangers, my own eyes, and finally through the eyes of those who cared about me. Four years after a Mild Traumatic Brain Injury impacted my life, I returned to pursue an academic career. Symptoms that I thought had been put to rest were once again haunting me and my frustration level was escalating. Trying to find my way back into an academic existence was not an easy journey. The visual inquiry into eyes became a door through which I was able to gain back my words. Using poetic and narrative inquiry allowed for a further opening of releasing obstructions.


Author(s):  
Lois Stickley

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.


PMLA ◽  
2016 ◽  
Vol 131 (2) ◽  
pp. 496-504
Author(s):  
Anjali Prabhu

In his fascinating study of accra, ato quays0n quickly alerts his reader to the idea that one must not separate ways of knowing shakespeare from ways of knowing Accra. “Reading” the city as a literary critic, but much more, Quayson gives a discursive framework to his historical account of the material, social, and esoteric life of the city. Underlying the text is an implicit argument with other prominent accounts of African cities, which take a more utopian view and present these cities as mapping the innovative, exciting, and creative possibilities of urban space for the rest of the world. Quayson's mode of history is explicitly linked to storytelling in a number of ways beyond his disclosure that “[t]he retelling of Accra's story from a more expansive urban historical perspective is the object of Oxford Street” (4). From the start, it is also clear that his approach will utilize a broadly Marxian framework, which is to see (city) space in terms of the built environment as well as the social relations in and beyond it: “space becomes both symptom and producer of social relations” (5). But ultimately Quayson's apprehension of his city is Marxian because it recuperates ideas, desires, and creativity from the realm of the unique or inexplicable, of “genius,” to effectively insert them into various systems of production or into spaces that lack them. In so doing Quayson enhances, not hinders, our appreciation of those forms of innovation. Also Marxian is his employment of the “negative,” which refers to the way he splits apart many of the accepted relations between things in the scholarship on the development of the city, the postcolonial African city in particular, and pushes beyond the evidence of the “booming” or “creative” city. Quayson thus binds a more philosophical method of reasoning to his analysis of urban social relations while he straddles different disciplines. His work is illuminated when we locate a personal impulse, which we will track through the autobiographical narrative, to intervene not just in the ways the city is understood but also in the ways it is actually developing.


2014 ◽  
pp. 737-757
Author(s):  
Diversity Divas

This chapter describes a Collaborative Inquiry (CI) process as experienced by six diverse female participants in a doctoral program. The focus of the inquiry was to deepen individual and group cross-cultural understanding, and to show how holistic learning can be promoted through integrating multiple ways of knowing and spirituality within a multicultural context. The purpose of this chapter is to provide the readers with sufficient information to apply CI in their practice and build on the research presented here. To meet this goal, the authors describe how CI has the potential to foster transformational learning and discuss the relationship between transformational learning, informational learning, global competencies, developmental capacity, and the paradoxical nature of diversity work. Lastly, the chapter ends with recommendations for creating a CI process that supports deep learning and change, and potential topics for future research.


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