Studying Teachers' Lives and Experience: Narrative
                    Inquiry into K–12 Teaching

Elbaz‐Luwisch, Freema

doi:10.4135/9781452226552.n14

Cited by 109 publications

(39 citation statements)

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“…Leggo (2012) posits that personal narrative is an alternative epistemology to traditional scientific, technological approaches. This concurs with Clandinin and Rosiek (2007), Elbaz-Luwisch (2007), Elliott (2005), McNiff (2007), and Webster and Mertova (2007), who assert that the aim of personal narrative is to discern meaning from moments and reveal layers of understanding from the otherwise tangled messiness of lived experience. Kroth and Cranton (2014) note the relationship between narrative and identity, stating, "There is a core self that is relatively constant over time.…”

Section: Autoethnography In the Field Of Educationmentioning

confidence: 56%

My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

Wood

2017

IJME

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My purpose for conducting the critical self-reflective research described in this article was a desire to improve my effectiveness as a teacher in the field of First Peoples' education. The impetus for undertaking this research was a critical incident in my teaching career that I refer to as My Story of Sal. Writing autoethnographically, I use personal narrative as method, and show My Story of Sal as a representation of curriculum and pedagogy in my teaching praxis. I apply a critical lens of whiteness studies to the narrative to reveal whiteness in my classroom.

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Section: Autoethnography In the Field Of Educationmentioning

confidence: 56%

My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

Wood

2017

IJME

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“…As Dolan (2005) claims, live performance "provides a place where people come together, embodied and passionate, to share experiences of meaning-making and imagination that can describe or capture fleeting intimations of a better world" (p. 1). Dramatic narratives provide a way of organizing episodes and accounts of actions; they can bring together mundane facts and fantastic creations (Denzin, 2003;Elbaz-Luwisch, 2007). Sometimes fantastic creations help us see mundane facts more clearly.…”

Section: The Space Of Ethnotheatrementioning

confidence: 99%

Engaging Pre-Service Teachers in the Drama in Teacher Leadership

Cranston

Kusanovich

2017

Art/Research International

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This paper presents the findings of a qualitative research study that examined the effects of a transdisciplinary ethnotheatre workshop designed to support the professional development of school leaders as they navigate the complexities of teacher leadership. The site of inquiry was a pre-service teacher leadership workshop held in a graduate school class where participants analyzed, witnessed, and enacted ethnodramas, problematizing tensions in teacher leadership. Using a constant comparative approach, the participant journals were read and re-read, coded, and then categorized thematically with particular focus on negative case analysis. The authors present excerpts from the ethnodrama scripts used in the workshop alongside the research findings, which suggest that, while some participants perceived the injustice of a given situation presented in the ethnodrama, and could articulate how the process of ethnotheatre created avenues for learning about the lived reality of teacher leaders, others indicated either a lack of awareness or a tacit acceptance of the bullying and discriminatory behaviors embedded within the scripts.

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“…In order to truly understand teaching and schools, as Elbaz-Luwisch (2007) maintains, it is required that we listen to teachers' voices and the stories they tell about their work and lives: "Narrative research on teaching … develop[s] out of teachers' stories about their work and their dialogues with one another, with pupils, with teaching materials, and with themselves" (p.358). It recognizes the fact that teachers' disciplinary knowledge and what is taught or given to them (as prescribed curricular programs) are subsumed under their tacit knowledge; the background knowledge they carry in their minds and bodies and which governs how they approach the practical world (Xu & Conelly, 2009).…”

Section: Concluding Thoughtsmentioning

confidence: 99%

“…According to Elbaz-Luwisch (2007), this view on teaching calls attention to the wider social, cultural, political, and historical contexts of this profession and reminds us that it is an activity shaped by the various discourses at work in society in a given period, as well as a moral practice "concerned with the realization of values and ends-in-view of the teacher for the benefit of students" (p.367). Xu & Connelly (2009) see in narrative inquiry an opportunity to understand how teachers relate to external forces like policy and curriculum materials as they teach.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Narrative research: An alternative approach to study language teaching and learning

Mendieta

2013

folios

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The use of stories in research help us better understand the world of teaching and learning since teachers and learners, like any other human being, are storytellers who engage in narrative acts to make sense of their and others' knowledge and experiences. Yet, narrative research is a path not widely walked in the Colombian language teaching and learning field. This article is therefore an attempt to review some of the epistemological and methodological underpinnings underlying this approach to qualitative research so as to add to the local knowledge of our ELT community. It discusses the role of the researcher, the different orientations narrative studies can take, and the processes involved in narrative analysis.Some of the challenges narrative researchers face in their work as well as the contributions that this method of inquiry has made to both the educational and the TESOL fields are also considered. Keywords:Narratives, narrative research, TESOL, education. ResumenEl uso de historias en procesos de investigación nos ayuda a entender mejor el mundo de la enseñanza y el aprendizaje dado que nuestros maestros y estudiantes, al igual que cualquier otro ser humano, construyen narraciones a fin dar sentido a sus experiencias. Sin embargo, la investigación narrativa es un camino que no ha sido ampliamente recorrido en el campo de la enseñanza de idiomas en Colombia. Este artículo, por tanto, intenta revisar algunos de los fundamentos epistemológicos y metodológicos que subyacen a este enfoque de investigación cualitativa a fin de contribuir al conocimiento local de nuestra comunidad. Aspectos tales como el papel del investigador, las diferentes orientaciones que los estudios de tipo narrativo pueden tomar y los procesos involucrados en el análisis narrativo serán examinados. Algunos de los retos que los investigadores enfrentan en sus trabajos, así como las contribuciones de este método de investigación tanto al campo de la educación como al campo de la enseñanza de idiomas serán igualmente considerados. Palabras clave:Narrativa, investigación narrativa, TESOL, educación.

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Studying Teachers' Lives and Experience: Narrative Inquiry into K–12 Teaching

Cited by 109 publications

References 0 publications

My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

Engaging Pre-Service Teachers in the Drama in Teacher Leadership

Narrative research: An alternative approach to study language teaching and learning

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