scholarly journals Stories, Curriculum Making, and Tension as Support for Identity Shifts: A Narrative Inquiry

2018 ◽  
Vol 11 (2) ◽  
pp. 199-210
Author(s):  
Sandra Jack-Malik
Keyword(s):  
Narrative Inquiry ◽  
Home School ◽  
Safe Space ◽  
The World ◽  
Curriculum Making ◽  
Identity Shifts ◽  
Past Experiences ◽  
Educative Experiences ◽  
Wide Awake ◽  
Autobiographical Narrative

This research is nestled within Huber, Murphy, and Clandinin’s (2011) understanding of curriculum making as situated not only in schools, but also in homes and communities and at the intersections of all three. It also relies on Clandinin, Murphy, Huber, and Orr’s (2010) reconceptualization of tension as a space where educative experiences can occur. An autobiographical narrative inquiry into home, school, and community curriculum making, highlights an educator’s efforts to teach relationally while being wide-awake to how past experiences inform future ones. This inquiry brings to life tension-filled moments and, in so doing, creates a space to know teachers as curriculum makers at home, at school, and in the community. It also suggests one of the values of autobiographical narrative inquiry is the safe space it creates to empathically enter the world of others. Mostly it encourages the reader to think about curriculum making as sentient, ever changing, and as an available support as teachers struggle to sustain their practices.

The Centrality of Reflexivity Through Narrative Beginnings: Towards Living Reconciliation

2017 ◽  
Vol 24 (6) ◽  
pp. 413-420 ◽  
Author(s):  
Michael Dubnewick ◽  
D. Jean Clandinin ◽  
Sean Lessard ◽  
Tara-Leigh McHugh
Keyword(s):  
Narrative Inquiry ◽  
Research Practice ◽  
Ontological Commitments ◽  
Reflexive Practice ◽  
Relational Knowing ◽  
Narrative Beginnings ◽  
Past Experiences ◽  
Looking Back ◽  
Autobiographical Narrative

Autobiographical narrative inquiry is an approach with a specific set of methodological commitments that guide research practice, yet its place and position within the work on reflexive practice are lost or misrepresented. Reflexivity in the form of autobiographical narrative inquiries comes out of the relational ontological commitments of narrative inquiry. By inquiring into Michael’s (the first author) experience as a researcher–practitioner, the purpose of this article is to show how reflexivity, in the form of narrative beginnings, is situated in the ongoing stream of experience. It provides narrative inquirers with avenues to make clear their research justifications/puzzles, become wakeful and open in their inquiries, and support shifts in relational knowing and being. By looking back and noticing the ways stories work on us, rather than us on them, this research explores the reverberations of past experiences and the ripples that carry forward into our future inquiries.

scholarly journals Learning to Attend to Children’s Familial Curriculum-Making Worlds

2013 ◽  
Vol 7 (1) ◽  
pp. 301-317 ◽  
Author(s):  
Cindy Swanson
Keyword(s):  
Narrative Inquiry ◽  
Teacher Stories ◽  
Early Experiences ◽  
Counter Narrative ◽  
Curriculum Making ◽  
Children's Stories ◽  
Stories To Live By ◽  
Home And School ◽  
Over Time ◽  
Autobiographical Narrative

Using autobiographical narrative inquiry (Connelly & Clandinin, 1990), I inquire into my experiences as a teacher, beginning with an inquiry into my early experiences on home and school landscapes. I explore my teacher stories to live by (Connelly & Clandinin, 1999) and inquire into how my stories have shifted and changed, over time and place. As I explore the bumping places and tensions I experience as teacher, my purpose is to show the ways I learned to attend to children’s familial curriculum-making worlds (Huber, Murphy, & Clandinin, 2011). In doing so I offer a possible counter narrative of curriculum making in schools, which honors and validates children’s stories of experiences lived and told in homes and communities.

scholarly journals An Autobiographical Narrative Inquiry Into the Experiences of a Vietnamese Mother: Living Alongside Children in Transition to Canada

in education ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 3-18
Author(s):  
Hang Thi Thuy Tran
Keyword(s):  
Narrative Inquiry ◽  
Daily Practice ◽  
The Core ◽  
Transitional Processes ◽  
Curriculum Making ◽  
Autobiographical Narrative ◽  
Vietnamese Culture

Since my family came to Canada, family story nights have become our daily practice. Within such moments, I explore how I, as a mother, have been sustaining the Vietnamese language and traditions in my family and how, when transitioning to a new land, this has become the core of our familiar curriculum making (Huber, Murphy, & Clandinin, 2011). As I share Vietnamese stories with my children, they reply to me in English. Also, they only have a distant understanding of Vietnamese culture and the intergenerational traditions of our great family back home. Acknowledging these transitional processes allows me to nurture their love and understanding of Vietnamese language, culture and traditions. As I inquire into my own experiences as a mother, I trace my ancestral heritage in my homeland, where, in Thúy’s (2012) words, “a country is no longer a place but a lullaby.” Meaningfully, the following questions have shaped my research puzzles: (a) What are possible ways to build our familial curriculum in integration with our homeland language, culture, and traditions; and (b) How could I as a mother sustain these three essential areas in my children’s lives in Canada? I embrace autobiographical narrative inquiry as the methodology for my paper. Narrative inquiry draws attention to story as both the phenomenon under study and narrative as the methodology for the inquiry (Clandinin & Connelly, 1994). I will be living, telling, retelling, and reliving (Clandinin, 2013) my storied experiences and my children’s in our familial curriculum making through cooking, reading, and painting. By attending to my daughters’ experiences, I inquire into their transitions differently, that is to understand their own transitions narratively (Clandinin, Steeves & Caine, 2013). Significantly, this paper will bring understandings on Vietnamese newcomer mother’s and children’s familial curriculum making as a way to sustain the homeland’s language, culture, and traditions and to support the children in their transition to a new country as well as inform related realities, knowledges, and approaches in education.Keywords: experience; transition; curriculum making; language; culture; traditions

scholarly journals A Reflective Turn: Towards Composing a Curriculum of Lives

2009 ◽  
Vol 2 (2) ◽  
pp. 123-138
Author(s):  
Simmee Chung
Keyword(s):  
Narrative Inquiry ◽  
Ways Of Knowing ◽  
School Contexts ◽  
Social Narratives ◽  
Children And Parents ◽  
Curriculum Making ◽  
Teachers And Parents ◽  
Autobiographical Narrative

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.

scholarly journals Unbundling Stories: Encountering Tensions Between the Familial and School Curriculum-Making Worlds

2014 ◽  
Vol 7 (2) ◽  
pp. 299-317
Author(s):  
Cindy Swanson
Keyword(s):  
Narrative Inquiry ◽  
Lived Experiences ◽  
School Curriculum ◽  
Curriculum Making ◽  
Home And School ◽  
Autobiographical Narrative

This paper is an autobiographical narrative inquiry into lived experiences in home and school places. Drawing on Huber, Murphy, and Clandinin’s (2011) reconceptualization of curriculum making as occurring in two worlds (Lugones, 1987), the author explores the tensions that existed between her early familial curriculum-making world and her school curriculum-making worlds. Inquiring into the embodied tensions she carries, the author recognizes how she privileges school curriculum making over familial curriculum making in schools, and wonders of the costs to the children she teaches, as well to herself in doing so.

I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation

2020 ◽  
Vol 17 (1) ◽  
pp. 1-14
Author(s):  
Astra Belinda
Keyword(s):  
Narrative Inquiry ◽  
Extrinsic Motivation ◽  
Reading Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Social Aspects ◽  
Esl Students ◽  
Blue Star ◽  
Past Experiences ◽  
Educational Field

The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior High School’s students are more likely to be extrinsically motivated when they read and the biggest encouragement to their extrinsic motivation is their social circle. While for our main participants, their past experiences were the ones that played important roles in constructing their motivation, either intrinsically or extrinsically.

Commentary

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Self Esteem ◽  
Social Imaginary ◽  
Active Engagement ◽  
Socioeconomic Conditions ◽  
Personal Meanings ◽  
Self Evaluation ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Past Experiences

Chapter 12, “Commentary: Personalization,” discusses the process of personalization, based on the portraits presented in Chapters 8–11. Personalization is not just a matter of individual variation; it is a form of active engagement through which individuals endow imaginaries with personal meanings and refract the imaginary through their own experiences. The portraits illustrate how the social imaginary of childrearing and self-esteem entered into dialogue with the complex realities of people’s lives. Parents’ ability to implement their childrearing goals was constrained and enabled by their past experiences and by socioeconomic conditions. The individual children were developing different strategies of self-evaluation, different expectations about how affirming the world would be, and different self-defining interests, and their self-making varied, depending on the situation. Some children received diagnoses of low self-esteem as early as preschool.

scholarly journals Student motivations for studying criminology: A narrative inquiry

2021 ◽  
pp. 174889582199384
Author(s):  
Julie Trebilcock ◽  
Clare Griffiths
Keyword(s):  
Narrative Inquiry ◽  
The Self ◽  
Future Aspirations ◽  
Key Stakeholders ◽  
Helping Others ◽  
Student Motivations ◽  
Past Experiences ◽  
Depth Interviews ◽  
Criminology Students

The number of students studying criminology at university has significantly increased. Yet, criminology students have been all but ignored in research, despite being key stakeholders and ambassadors in the criminological enterprise. Drawing on the analysis of 12 in-depth interviews, we explore why students are motivated to study criminology and how these motivations are linked to their past experiences and future aspirations. Using a narrative inquiry, three types of stories emerged through our analysis: stories about (1) building on existing interests, (2) understanding the ‘self’, and (3) securing ‘justice’ and ‘helping’ others. The stories students tell about their exposure to ‘crime’ help motivate their decision to study criminology, while their engagement with the discipline, enables them to make sense of these previous experiences and of themselves.

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