The Narrative Dimensions Model and an exploration of various narrative genres

Mieroop, Dorien Van De

doi:10.1075/ni.19069.van

Cited by 23 publications

(8 citation statements)

References 53 publications

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“…It aimed to discuss how to promote mainstreaming multilingual pedagogies and linguistically sensitive initial teacher education with reflection, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The video-recording data was approached from a narrative dimensions model (Van De Mieroop 2020).…”

Section: Discussionmentioning

confidence: 99%

Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Bergroth

Esbert

Pépiot

et al. 2021

Educational Action Research

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This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multiprofessional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called 'Linguistically Sensitive Teaching in All Classrooms' that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify 'critical moments' in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education.

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Section: Discussionmentioning

confidence: 99%

Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Bergroth

Esbert

Pépiot

et al. 2021

Educational Action Research

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“…Consequently, I regard this form of reality television program as a particular narrative genre with specific expectations, characteristics, rhetorical resources, normative ideas which enable particular discursively accepted storylines. Narrative genres are also both temporally structured and told within (and from) specific positions (Van De Mieroop, 2021). Therefore, in this study the televised personal stories are understood as a genre of talk that is told from a particular position within a distinct discursive framework.…”

Section: Analysing Narrative Genresmentioning

confidence: 99%

Psychologizing childhood in the reality show Biggest Loser

Kilger

2022

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Obesity and overweight are central issues in contemporary western societies, and the public debates in media are extensive. This paper investigates stories from participants in the reality TV-show Biggest Loser, and how the participants invoke temporal identity changes and childhood traumas to produce discursively accepted narratives about the causes for being obese. This study analyses personal stories about being overweight, and narratives of living a life of obesity. The findings illustrate narrative trajectories in personal stories used to explain overweight within a contemporary therapeutic discourse, and how the participants use chronology and childhood as narrative resources to explain their obesity. These narratives do not only produce preferred explanatory narrative elements, but also highlight that a number of psychologized explanatory storylines must be used in order to produce a culturally valid and discursively accepted personal obesity-narrative.

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“…In our view, not all discourse is narrative. In fact, overuse of the term narrative -lumping it in with other discourse genres such as argumentation and explanation -dilutes its meaning, as Reisigl (2020) points out, with the peril of the label 'narrative' becoming meaningless one day (Van De Mieroop, 2021). In this respect, we believe it is important to point to the many minimal definitions of narrative.…”

mentioning

confidence: 94%

Editorial

McCabe¹,

Mieroop

2022

Self Cite

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Our recent special issue on the methodology of narration celebrated the first thirty years of Narrative Inquiry. One of our strengths from the beginning of the journal is its interdisciplinary representation. However, a few issues have also emerged of which we aim to address three matters here -which can all (to greater or lesser extents) be linked to the interdisciplinary orientation of the journaland we then end this editorial with an answer to a somewhat practical question as an afterthought.The first issue concerns the definition of narrative itself. In our view, not all discourse is narrative. In fact, overuse of the term narrative -lumping it in with other discourse genres such as argumentation and explanation -dilutes its meaning, as Reisigl (2020) points out, with the peril of the label 'narrative' becoming meaningless one day (Van De Mieroop, 2021). In this respect, we believe it is important to point to the many minimal definitions of narrative. Labov (1972, p. 359-360) defined narrative as "one method of recapitulating past experience by matching a verbal sequence of clauses to the sequence of events which (it is inferred) actually occurred…A minimal narrative [i]s a sequence of two clauses which are temporally ordered. " In the first issue of the journal (then known as Journal of Narrative and Life History) McCabe (1991) offered a working definition of narrative that involved recounts of real or pretend memories of something that happened and therefore are often (but not always) in the past tense. McCabe noted that narratives often (but not always) contain a chronological sequence of events and that they are often (but not always) a kind of language. Self-evidently, we realize that in the three decades that the journal has now existed, not only life, but also language use has changed a lot. Especially with the rise of new media for communication -most notably, the online media -language users have made extensive and creative use of the many novel affordances of these media to craft and negotiate their narratives. Moreover, as narrative has increasingly gained attention from various academic disciplines, more and more researchers have an interest in working with narrative. Yet, we ask all authors to ask themselves whether they are dealing with discourse that meets one of the definitions described above. If the discourse does not meet this requirement, then authors

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The Narrative Dimensions Model and an exploration of various narrative genres

Cited by 23 publications

References 53 publications

Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Psychologizing childhood in the reality show Biggest Loser

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