scholarly journals How Teachers’ Meaning Making Processes During Teacher Literature Circles Transcend Into The Classrooms: Teacher-Sharing Of Personal Experiences In A Malaysian School Context

2021 ◽  
Vol 11 (9) ◽  
Author(s):  
Angeline Ranjethamoney Vijayarajoo ◽  
Moses Stephens Gunams Samuel ◽  
Lydia Colaco
Keyword(s):  
Meaning Making ◽  
School Context ◽  
Literature Circles ◽  
Personal Experiences

Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children

2016 ◽  
Vol 18 (2) ◽  
pp. 214-238 ◽  
Author(s):  
Ran Hu ◽  
Xiaoming Liu ◽  
Xun Zheng
Keyword(s):  
Picture Books ◽  
Language Use ◽  
Meaning Making ◽  
Language Ability ◽  
Gradual Release Of Responsibility ◽  
Personal Experiences ◽  
Wordless Picture Books ◽  
Responsibility Model ◽  
Chinese And English ◽  
Gradual Release

This qualitative study examined three bilingual children’s (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read You help, You Read I help and You Read I Listen. The results suggested that the children applied a variety of techniques in their meaning-making process and that there were commonalities among the strategies they used as well as differences due to age, personal experiences and language ability. The children interacted with these books by making different connections and prompts from adults were also useful in facilitating their storytelling. Finally, the children’s preferences for language use and their unique characteristics in storytelling were also discussed.

Contemporary Autoethnography Is Digital Autoethnography

2020 ◽  
Vol 1 (1) ◽  
pp. 43-59
Author(s):  
Tasha R. Dunn ◽  
W. Benjamin Myers
Keyword(s):  
Digital Technology ◽  
Lived Experiences ◽  
Personal Experience ◽  
Meaning Making ◽  
Human Experience ◽  
Everyday Lives ◽  
Personal Experiences ◽  
Over Time ◽  
Digital Spaces

Autoethnography has become legitimized through its ability to connect culture to personal experiences. This legitimization has occurred alongside a titanic shift in communication made possible by digital technology, which has rapidly transformed, multiplied, and mediated the ways through which we engage one another. This essay explores and exemplifies the necessity of autoethnography to evolve in concert with the ways our lives have become inextricably tethered to digital technology. Due to this shift, we propose that contemporary autoethnography is digital autoethnography, a method we propose that relies on personal experience(s) to foreground how meaning is made among people occupying and connected to digital spaces. Digital autoethnography is distinguishable from traditional autoethnography because the cultures analyzed are not primarily physical; they are digital. In short, the work of digital autoethnography is situated within and concerned about digital spaces and the lived experiences, interactions, and meaning-making within and beside these contexts. Embracing digital autoethnography pushes us to consider and reflect upon the ways we have changed over time with the influx of digital technology. Additionally, the method provides a framework to keep autoethnography relevant in spite of the inevitable changes to human experience that will occur as digital connectivity becomes increasingly enmeshed in our everyday lives.

scholarly journals Autobiographical Meaning Making Protects the Sense of Self-Continuity Past Forced Migration

2021 ◽  
Vol 12 ◽  
Author(s):  
Christin Camia ◽  
Rida Zafar
Keyword(s):  
Psychological Distress ◽  
Meaning Making ◽  
Sense Of Self ◽  
Forced Migration ◽  
Well Being ◽  
The Self ◽  
Narrative Coherence ◽  
Forced Displacement ◽  
Research Results ◽  
Personal Experiences

Forced migration changes people’s lives and their sense of self-continuity fundamentally. One memory-based mechanism to protect the sense of self-continuity and psychological well-being is autobiographical meaning making, enabling individuals to explain change in personality and life by connecting personal experiences and other distant parts of life to the self and its development. Aiming to replicate and extend prior research, the current study investigated whether autobiographical meaning making has the potential to support the sense of self-continuity in refugees. We therefore collected life narratives from 31 refugees that were coded for autobiographical reasoning, self-event connections, and global narrative coherence. In line with prior research, results suggest that autobiographical meaning making relates to a higher sense of self-continuity and less psychological distress. Yet, if refugees experienced many continuing postdisplacement stressors in addition to their forced displacement, autobiographical meaning making was associated with higher self-discontinuity and greater psychological distress, especially with trauma-related symptoms such as memory intrusion and hyperarousal. Altogether, results indicate that autobiographical meaning making helps to compensate the effects of extreme biographical disruptions on the sense of self-continuity, as long as the stress caused by the biographical change is not overwhelming or too protracted.

Exploring a pedagogy for meaning-making in physical education

2018 ◽  
Vol 25 (4) ◽  
pp. 1093-1109 ◽  
Author(s):  
Justen O’Connor
Keyword(s):  
Physical Education ◽  
Meaning Making ◽  
Range Of Movement ◽  
Wide Range ◽  
Personal Experiences ◽  
Embodied Meaning ◽  
Student Meaning ◽  
Shed Light

This paper responds to calls for an exploration into pedagogies of meaning within physical education. Developing meaningful educational experiences in physical education for lifelong movement involves supporting students to explore their personal experiences in movement and to use these to derive a greater understanding of themselves and the world in which they live. Following a brief overview of the role of meaning-making in physical education, a case study is offered as a practical example for how reflection can be utilised to explore movement as meaningful. The case study presents a series of steps that provide detail about a meaning-making process undertaken during a physical education class. Data suggest that setting aside time for reflection and the generation of rich movement narratives aligned to a ‘first rush of movement’, can shed light on what students find meaningful ‘in’ movement in ways that link physical education to experiences across varying social and environmental contexts. Through giving priority to bodily understandings of movement as felt, sensory experience, participants ( n = 44) were able to express meaning across a wide range of movement contexts. I contend that the exploration of student meaning in physical education is engaging, informative, and serves to extend possibilities for what curriculum is seen as legitimate in physical education by/for whom. The paper sheds light on the use of embodied meaning-making stories as a potential springboard for further exploration and activity in physical education.

scholarly journals Using Digital Stories to Promote Students’ Learning and Understanding of Poems in Secondary School

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Yee Bee Choo ◽  
Tina Abdullah ◽  
Abdullah Mohd Nawi
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Meaning Making ◽  
School Context ◽  
Mixed Method Study ◽  
Multiple Data ◽  
Post Test ◽  
Digital Stories ◽  
Integrate Technology

In the teaching of literature in secondary school, some teachers prefer the traditional method and this causes students to view literature as a boring subject. In this technological era, technology method such as digital stories have been a powerful tool in teaching and learning that engages both teachers and their students (Robin, 2008). This study investigates the use of digital stories in the teaching and learning of poems in an upper form classroom in Malaysia. In a mixed method study of eleven participants , multiple data were collected through pre-test and post-test, observations, and interviews. The results showed that using digital stories could increase students’ understanding, participation and interest in learning the poems as well as promote students’ ability in meaning making by involving them in fun and meaningful activities in the classroom. Students were also able to engage themselves in gathering information as well as giving personal response. The findings of the study encourage the teachers to integrate technology in the teaching and learning of literature component especially in the Malaysian secondary school context.

Meaning-making through research

2017 ◽  
Vol 36 (3) ◽  
pp. 277-282 ◽  
Author(s):  
Mukta Kulkarni
Keyword(s):  
Design Methodology ◽  
Meaning Making ◽  
Institutional Setting ◽  
Human Beings ◽  
Research Subjects ◽  
Content Type ◽  
Personal Experiences ◽  
Institutional Contexts ◽  
Meaningful Research ◽  
Individual Human

Purpose In outlining the author’s experiences as a researcher and as an individual who engages with persons with a disability, the author wonders what meaningful research means when research subjects are people that society lumps together, largely views as stigmatized, and does not seem to understand. The author also notes how the research journey has impacted the author as an individual in rather unexpected ways. The paper aims to discuss this issues. Design/methodology/approach The author notes her personal experiences which can help all of us surface and think through our attempts at meaning-making through research. Findings When we do not quite understand our research subjects, the syntax of our thoughts can be dictated by our institutional contexts, and it is likely that we capture and feed the period’s dominant assumptions back into the context. Originality/value The author’s journey has been marked with worries, and has taught the author humility and acceptance. It has taught the author how we need to understand the subjects as whole beings, our institutional setting as it predisposes us to organize our research worlds, and our own biases as a researcher. Learning this is especially important for all of us when we study stigmatized subjects because definitions, measurement, and how we showcase a collective have implications for individual human beings.

scholarly journals ‘Damn, Channing Tatum can move!’: Women’s accounts of men’s bodies and objectification in post-feminist times

Sexualities ◽  
2020 ◽  
pp. 136346072096765
Author(s):  
Andrea Waling ◽  
Duane Duncan ◽  
Steven Angelides ◽  
Gary W Dowsett
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Sexual Desire ◽  
Meaning Making ◽  
Sexual Objectification ◽  
Feminist Ethics ◽  
Sexual Empowerment ◽  
Sexual Orientations ◽  
Personal Experiences

This paper explores how women think about men’s bodies as objects of desire. It reports on one part of a larger qualitative study on men’s bodywork practices in contemporary Australia. Drawing on material from three focus groups with 24 Australian women of varying ages, sexual orientations and backgrounds, the paper considers how women experience, understand and reflect on their desire for men and men’s bodies. It also explores themes such as the connection women draw between what a man’s body looks like and what it can do, how attraction is experienced, the meaning making women engage in as they think about men and men’s bodies, and the broader politics of sexuality and objectification that inform their perceptions and ideas. These experiences are set against ideas in post-feminist thinking on women’s sexual desire and debates on their sexual empowerment. The paper argues that these women are grappling with tensions between their personal experiences of sexual objectification and a feminist ethics relating to their active and reflexive projects of sexuality.

An Ode to Wildseeds

2017 ◽  
Vol 6 (3) ◽  
pp. 98-115
Author(s):  
Nathan Alexander Moore
Keyword(s):  
Knowledge Production ◽  
Lived Experiences ◽  
Social Power ◽  
Meaning Making ◽  
Black Girls ◽  
Creative Processes ◽  
Personal Experiences

Charting my personal experiences with Saving Our Lives Hear Our Truths (SOLHOT), I argue that centering the lived experiences of Black girls and including their creative forms of expression and knowledge production allow for a rearticulation of forms of agency, social power, and meaning making. Thinking specifically about the ways Black girls are stereotyped and pathologized, I discuss how Black girls create, talk back, and resist through their creative processes of dance, play, and art.

scholarly journals This is the real “death-line” AND I am still alive: A collaborative reflexivity about life trajectories

2020 ◽  
Vol 26 (4) ◽  
pp. 819-836
Author(s):  
Olga V. Lehmann ◽  
Mixo Hansen ◽  
Helena Hurme
Keyword(s):  
Cultural Psychology ◽  
Meaning Making ◽  
Personal Life ◽  
The Real ◽  
Cultural Perspectives ◽  
Life Trajectories ◽  
Personal Experiences ◽  
Existential Givens ◽  
Life Philosophies

In this article, we, Olga Lehmann, Mixo Hansen and Helena Hurme, engage in a process of collaborative reflexivity upon living, aging, and dying as we attempt to make sense of the illnesses of the last author. The companionship that emerged between us in the plurality of our identities as friends, colleagues, coauthors, and women, encouraged us to revisit aspects of the theories in developmental-cultural psychology such as (a) the process of meaning-making, (b) the equifinality model in relation to aging and dying, and (c) the notion of personal life philosophies in relation to virtues. Based on our personal experiences as well as our collaborative reflexivity as scholars, we highlight that developmental-cultural psychology could more explicitly address existential transitions, such as dying and existential givens, such as uncertainty in its theories. We present as well some preliminary integrations between existential and cultural perspectives of meaning-making.

Examining young children’s envisionment building responses to postmodern picturebooks

2016 ◽  
Vol 18 (4) ◽  
pp. 439-464
Author(s):  
Angie Zapata ◽  
Lenny Sánchez ◽  
Ariel Robinson
Keyword(s):  
Young Children ◽  
Meaning Making ◽  
Postmodern Picturebooks ◽  
Personal Experiences ◽  
Literary Meaning ◽  
Textual Features

The purpose of this study was to examine how young children and their teacher constructed literary meaning through engagement with postmodern picturebooks. We framed our enquiry around Langer’s Envisionment Building theory and specifically examined how young children formed meaning as they moved through Langer’s five stances during and after text encounters. We draw special attention to the dialogic nature of transactions around texts, children’s understandings and appropriation of postmodern picturebook metafictive devices, and the ways in which they hybridize personal experiences with intertextual storyworlds. Our enquiry illuminates how young children and their teacher, having engaged with postmodern picturebooks, readily took up the work of envisionment building to construct novel and complex understandings and ‘go beyond’. Our research further exemplifies how the multifaceted nature of postmodern picturebooks provides rich opportunities for young children to negotiate diverse textual features and respond in unique and meaningful ways as they engage in literary meaning making.

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