scholarly journals Exploring knowledge landscapes: A narrative inquiry of midwives’ experiences of working in diverse settings in Ghana

2019 ◽  
Vol 9 (8) ◽  
pp. 36
Author(s):  
Evelyn Asamoah Ampofo ◽  
Vera Caine ◽  
Jean D. Clandinin
Keyword(s):  
Rural Communities ◽  
Narrative Inquiry ◽  
Urban Communities ◽  
Practical Knowledge ◽  
Three Dimensional ◽  
Professional Knowledge ◽  
Relational Ethics ◽  
Meaningful Relationship ◽  
Personal Experiences ◽  
Field Notes

Objective: This paper focuses on exploring the experiences of midwives in Ghana who have worked in diverse settings over time. It explores how midwives’ personal experiences across time, place and in diverse contexts impact their care for women during childbirth. The paper describes the forms of knowledge held by midwives. It presents how the experiences of midwives reflect their professional and personal practical knowledge landscape.Methods: Using narrative inquiry, the experiences of four midwives working in private maternity homes were explored. Being guided by the three-dimensional narrative inquiry space of temporality, sociality and place, and the concept of relational ethics, a meaningful relationship was built with participants over a period of five months. Several tape-recorded conversations were held with each participant, multiple other interactions were recorded as field notes and in a journal. Each tape-recorded conversation was transcribed and used to construct narrative accounts that reflected participants’ experiences as lived and told. Interim narrative accounts were shared with participants to ensure that the accounts reflected their experiences. Analysis: To identify resonant threads across all four narrative accounts, each account was read multiple times with intentionality and with the research objectives in mind.Results: Three distinct professional knowledge landscapes for midwives were identified. These were the professional knowledge landscape of working in rural communities, urban communities, and private maternity homes. Two concepts of knowledge: knowledge for midwives and midwives’ knowledge, were identified on each of these professional knowledge landscapes.Conclusions: Education of midwives should consciously take into consideration the different knowledge landscapes in which midwives in Ghana practice.

scholarly journals The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education

2019 ◽  
Vol 19 (4) ◽  
pp. 765-800
Author(s):  
Viviane C. Bengezen ◽  
Edie Venne ◽  
Janet McVittie
Keyword(s):  
Teacher Education ◽  
Narrative Inquiry ◽  
Lived Experience ◽  
Indigenous Peoples ◽  
Teacher Educators ◽  
Meaning Making ◽  
Three Dimensional ◽  
Relational Ethics ◽  
Canadian Woman ◽  
History Of

ABSTRACT In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.

Student’s Experiences on Learning Therapeutic Relationship: A Narrative Inquiry

2019 ◽  
pp. 084456211987376
Author(s):  
Ping Zou ◽  
Yan Luo ◽  
Kathren Krolak ◽  
Jiale Hu ◽  
Lichun W. Liu ◽  
...  
Keyword(s):  
Narrative Inquiry ◽  
Therapeutic Relationship ◽  
Teaching And Learning ◽  
Nursing Student ◽  
Nurse Educators ◽  
Practical Knowledge ◽  
Three Dimensional ◽  
Three Dimensional Model ◽  
Learning Tool ◽  
Undergraduate Nursing

Despite the importance of the therapeutic relationship on nursing practice, the literature regarding teaching and learning therapeutic relationship is limited. This paper discussed how an undergraduate nursing student learned therapeutic relationship in an acute care setting. Narrative inquiry was applied as a research methodology. The student’s reflection served as the narrative in this paper. Collaboratively, researchers conducted data analysis, common themes were drawn, and a summative narrative was presented. Based on the student’s narrative, a three-dimensional model, including practical knowledge, theory, and reflection, has been created as our summative narrative. This model suggests that, to facilitate a learning process on creating therapeutic nurse–patient relationship, practical knowledge is the foundation, theory is a leading guide, and constant reflection is a learning tool which transforms learning into a reflective and meaningful experience. To promote learning on therapeutic relationship, nurse educators should emphasize the importance of both practical knowledge and theory. Constant reflection as a learning tool should be encouraged and embedded in nursing curriculum. Diverse approaches of reflection should be promoted.

“Land fever” and “Bankruptcy”: Social Problems in Hanoi’s Urbanizing Peri-urban Communities

2019 ◽  
Vol 5 (5) ◽  
pp. 550-562
Keyword(s):  
Rural Communities ◽  
Urban Communities ◽  
Agricultural Production ◽  
Social Problems ◽  
Social Issues ◽  
Field Research ◽  
Credit Market ◽  
Urbanization Process ◽  
Impact Of Urbanization ◽  
The Impact

Drawn upon field research in two peri-urban villages of Hanoi in 2014 and short re-visits recently, the research examines the widespread of gambling and other social issues in Hanoi’s urbanizing peri-urban communities which happened concurrently with the phenomenon of “land fever,” and at the time local villagers received compensation from land appropriation. The article aims to understand the impact of urbanization on these communities and the interface between urbanization and the increase of social problems. It argues that gambling, drug use, and other social problems have been existing in Vietnamese rural communities long before; however, when urbanization came, some people have higher chances to engage in these activities. Those are villagers who want to transform quickly into entrepreneurs or bosses by joining the “black credit” market and gambling. Together with middle-aged and old farmers who greatly relied on agricultural production and face difficulties in transforming their occupation, they formed the group of losers in the urbanization process. Received 6th January 2019; Revised 26th April 2019; Accepted 15th May 2019

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 49-67
Author(s):  
Ángela Vanesa Duarte Infante ◽  
Sandra Milena Fonseca Velandia ◽  
Bertha Ramos Holguín
Keyword(s):  
English Language ◽  
Public University ◽  
Language Teachers ◽  
Pedagogical Intervention ◽  
Pedagogical Strategy ◽  
Educational Issues ◽  
Personal Experiences ◽  
Field Notes ◽  
English Language Teachers ◽  
The Impact

This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.

scholarly journals The reality of rurality : parent experiences with best start in two rural communities

2021 ◽  
Author(s):  
Kerri Graham
Keyword(s):  
Rural Communities ◽  
Service Delivery ◽  
Urban Communities ◽  
Care Service ◽  
Future Research ◽  
Systems Perspective ◽  
Parent Experiences ◽  
Rural And Urban ◽  
Challenges And Opportunities ◽  
Rural Service Delivery

Human services literature from a variety of disciplines demonstrates that rural and urban communities pose different challenges and opportunities for service delivery; however, little research specifically explores early learning and care service delivery in rural communities. This qualitative study draws on a critical ecological systems perspective to examine the experiences of rural parents accessing services through a specific service delivery strategy, Best Start networks. Thematic analysis was used to analyze data gathered from two rural communities as part of a larger study examining parent experiences with Best Start in three communities across Ontario (Underwood, Killoran, & Webster, 2010). Three themes emerged that related specifically to the rural experience: (a) Opportunities for Social Interaction; (b) Accessibility of Services; and, (c) Impact of Personal Relationships. Results indicate that certain factors related to rural life and location affected parents' experiences with Best Start services. Drawing on the broadly defined concept of accessibility, implications for rural service delivery are discussed and recommendations for practice and future research are presented.

scholarly journals LOGISTIK AN DER GERMANISTIK – WARUM NICHT? EIN PLÄDOYER FÜR DEN FACHSPRACHENUNTERRICHT AN DER UNIVERSITÄT

Neofilolog ◽  
2018 ◽  
pp. 211-224
Author(s):  
Grażyna Strzelecka
Keyword(s):  
Foreign Language ◽  
Waste Disposal ◽  
Practical Knowledge ◽  
Language Skills ◽  
Professional Knowledge ◽  
Professional Life ◽  
German Language ◽  
German Studies ◽  
Language Students ◽  
Business Correspondence

Not often do we encounter a specialized foreign language course at a university humanities department. However, why should foreign language students not be provided with practical knowledge which may be useful in future professional life? The article presents an experiment conducted with the participation of MA students of German studies at Warsaw University. The aim is to teach language skills, as well as convey professional knowledge in the CLIL formula, which is becoming more and more popular. It is consistent with requests of students themselves. Logistics is a useful introduction to various branches of the economy. Considering that the German language is becoming more and more important in business-related professions, the topics discussed in this course may be required in logistics, forwarding and other areas. In addition to traditional logistics topics, such as transport, storage and waste disposal, we also discuss topics such as business correspondence or negotiations and practice translations.

Cities and Countryside: An International Law Perspective

2021 ◽  
Vol 30 (1) ◽  
pp. 155-165
Author(s):  
Francesco Francioni
Keyword(s):  
Rural Communities ◽  
International Law ◽  
Urban Communities ◽  
Rural Areas ◽  
Dominant Role ◽  
Historical Narrative ◽  
Balanced Approach ◽  
The People ◽  
The World ◽  
Economic Interaction

Cities, as spaces of socio-cultural organization and economic interaction among people, have always played a dominant role in the development and implementation of international law. Today, a new strand of legal scholarship focuses on cities and local communities as competitors and partners with the nation State in a new project of modernization and democratization of international law. This paper looks at this new trend against the background of the historical narrative of cities in the development of international law. At the same time, it calls attention to the fact that half of humanity still lives and works in rural areas, in the vast countryside of the world. Rural communities have been the servants of the city since the beginning of time. Today, their dignity and rights are beginning to be recognized by acts of the United Nations such as the 2007 Declaration of the Rights of Indigenous Peoples and the 2018 Declaration on the Rights of Peasants. Yet, these people remain a disadvantaged and vulnerable class. A true modernization and democratization of international law requires that we keep a balanced approach to the legal recognition of the voices and rights of urban communities and those of the people who work and live in the countryside of the world.

“Putting Down Roots”

On the Move ◽  
2016 ◽  
Author(s):  
Filiz Garip
Keyword(s):  
United States ◽  
Rural Communities ◽  
Urban Communities ◽  
The United States ◽  
The Other ◽  
Large Share ◽  
Urban Migrants ◽  
First Time ◽  
Central South ◽  
Migrant Groups

This chapter discusses a particular group that continually increased its share among the first-time migrants between 1965 and 2010—from less than 10 percent to nearly 70 percent. This group, called urban migrants, included a large share of men, mostly from urban communities in the border, central-south, and southeastern regions of Mexico rather than the traditional migrant-sending rural communities in the central-west. Urban migrants were significantly more educated compared to the circular, crisis, and family migrants in the preceding chapters, and also relative to non-migrants at their time. The group worked mostly in manufacturing and construction in the United States, earned significantly higher wages than the other migrant groups, and made fewer return trips to Mexico.

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