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 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.

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 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.

Composing Lives Alongside

2021 ◽  
Vol 6 (2) ◽  
pp. 1-14
Author(s):  
Derek A. Hutchinson ◽  
M. Shaun Murphy
Keyword(s):  
Narrative Inquiry ◽  
Social Relationships ◽  
Life Stories ◽  
Life Story ◽  
Gender And Sexuality ◽  
Ongoing Process ◽  
The Social ◽  
Curriculum Making ◽  
Stories To Live By

Drawing on a broader narrative inquiry into the curriculum making of participants who compose identities dissonant with dominant stories of gender and sexuality, this article explores the shaping influence of the social (relationships, communities, and contexts) in one participant's life story around sexuality from a curricular perspective. The term curriculum making represents an ongoing process through which individuals make sense and meaning of experience, position curriculum broadly as a course of life, and shift notions of curriculum and curriculum making beyond the bounds of school. Individuals engage in identity making as they make sense of themselves in relation to their curriculum making, narratively understood as the composition of stories to live by. This inquiry highlights the ways that life stories are composed alongside, connected to, and shaped by other people and draws the attention of educators to the complex lives unfolding in schools.

P1129Bipolar voltage cut-off validation in electroanatomical voltage mapping to identify scar and conduction channels in ventricular tachycardia ablation: need for new cut-off in NICM

EP Europace ◽  
2020 ◽  
Vol 22 (Supplement_1) ◽  
Author(s):  
F Zaraket ◽  
P Sanchez Somonte ◽  
L Quinto ◽  
P Garre ◽  
F Alarcon ◽  
...  
Keyword(s):  
Ventricular Tachycardia ◽  
Current Practice ◽  
Daily Practice ◽  
Border Zone ◽  
Ventricular Tachycardia Ablation ◽  
The Core ◽  
Bipolar Voltage ◽  
Voltage Mapping ◽  
Baseline Characteristics ◽  
Vt Ablation

Abstract Background/Introduction Substrate-guided techniques have changed the approach and results of ventricular tachycardia (VT) ablation and electroanatomical voltage mapping (EAVM) constitutes a diagnostic and therapeutic cornerstone in this field. In current practice normal myocardium is typically characterized by bipolar voltage > 1.5 mV, dense scar < 0.5 mV, and border zone (BZ) tissue by the range between 0.5 to 1.5 mV. Of note, evidence for these cut-off values has been derived in humans from small observational studies and in animals. Furthermore, some studies suggest that only the 60% of not transmural endocardial scars and the 35% of not endocardial scars are detected without any adjustment of these values. New voltage cut-off values are needed. Purpose The purpose of this study is to adjust voltage cut off in order to establish the threshold that more accurately define the pathological substrate in VT ablation. Additionally, predictors of usefulness of current thresholds are analyzed. Methods EAVM were created with CARTO3 System and Sensor-Force catheter (Navistar Smart-Touch and Pentaray). We delineated the conducting channels by analyzing the late potentials activation. Based on these channels we looked for the best cut-off values to detect these channels. We describe the baseline characteristics, the best cut-off values for border zone and scar core in our series and we analyzed the accuracy of the current established values to detect the arrhythmogenic VT substrate Results We investigated 51 patients (74,5% males; 41,2% ischemic cardiomyopathy, mean LVEF 38,6% +/-13,6) with sustained monomorphic VT submitted to ablation during 2016 and 2017. The range of the voltage adjustment was from 0,01-1 mV for core area and 0,2-6mV as maximum, with an average of 0,31-1,42mV. Using currently accepted bipolar voltage cut-off <0.5 mV the core scar was correctly identified in 80,4% of patients: 90,4% in ischemic and 73,3% in NICM. Regarding BZ, using classical cut off (0.5-1.5mV) only 56,9 % of the cases were well identified: interestingly, accuracy was worse in NICM (46,6%) than in ischemic patients (71,4%) (p = 0,07). Conclusions EAVM is very important to detect scar and channels in VT ablation, but several elements can affect it and recently the traditional voltage values have been questioned. Our study suggests how the threshold as currently applied in daily practice could be acceptable to detect the core scar area, but it has to be reconsidered in NICM, especially regarding the border zone. An evident trend (p = 0,07) suggests a better accuracy of current values to define VT substrate in ischemic patients than in NICM. Abstract Figure. Channel Identification

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