When discourse analysts tell stories: what do we ‘do’ when we use narrative as a resource to critically analyse discourse?

Macgilchrist, Felicitas

doi:10.1080/17405904.2020.1802767

Cited by 29 publications

(10 citation statements)

References 37 publications

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“…The advertisements were discussed, and a cluster of themes emerged: teaching, research, career progression, and the status of learning designers. The first draft of learner designer personae was written by author one, discussed by the first and third authors, and a number of revisions made based on principles of discourse analysis as storytelling and design fiction poetics (Markussen and Knutz 2013;Macgilchrist 2021). Finally, all authors discussed and attempted to validate and contrast the personae with their own lived experiences following the approach of Cox (2021).…”

Section: Methodsmentioning

confidence: 99%

Who cares about learning design? Near future superheroes and villains of an educational ethics of care

Costello

Welsh²,

Girme

et al. 2022

Learning, Media and Technology

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This article undertakes a critical appraisal of learning design and its relation to ethical ideas of care. We give an account of three personae of near future learning designers, developed using speculative methods, seeded with real-world data comprising job advertisements and validated with learning designers. The personae illustrate conflicts about the role of learning designers within the teaching and research missions of the academy and issues of care or lack thereof for these workers. The disembodied skills of learning designer job advertisements are contrasted with the bodies of (more than) real people that can suffer and care. We finish by contributing elements of a speculative job advertisement for a learning designer, who will help shape educational spaces of the near future by entangled care and unencumbered attentiveness.

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Section: Methodsmentioning

confidence: 99%

Who cares about learning design? Near future superheroes and villains of an educational ethics of care

Costello

Welsh²,

Girme

et al. 2022

Learning, Media and Technology

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“…In a minimal sense, 'story' and 'narrative' do not only refer to fiction, but to a mode of presentation in which a sequence of actions or events unfold over time, involving one or more characters, often involving change (see Genette, 1988;Le Guin, 1998). Thus, narrative can be found in many spaces which tell powerful stories although their primary goal may not be storytelling (Macgilchrist, 2021).…”

Section: Method: Analysing Data Dashboards As Storytelling Devicesmentioning

confidence: 99%

Dashboard stories: How narratives told by predictive analytics reconfigure roles, risk and sociality in education

Jarke

Macgilchrist

2021

Big Data & Society

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In this paper, we explore how the development and affordances of predictive analytics may impact how teachers and other educational actors think about and teach students and, more broadly, how society understands education. Our particular focus is on the data dashboards of learning support systems which are based on Machine Learning (ML). While previous research has focused on how these systems produce credible knowledge, we explore here how they also produce compelling, persuasive and convincing narratives. Our main argument is that particular kinds of stories are written by predictive analytics and written into their data dashboards. Based on a case study of a leading predictive analytics system, we explore how data dashboards imply causality between the ‘facts’ they are visualising. To do so, we analyse the stories they tell according to their spatial and temporal dimensions, characters and events, sequentiality as well as tellability. In the stories we identify, teachers are managers, students are at greater or lesser risk, and students’ sociality is reduced to machine-readable interactions. Overall, only data marked as individual behaviours becomes relevant to the system, rendering structural inequalities invisible. Reflecting on the implications of these systems, we suggest ways in which the uptake of these systems can interrupt such stories and reshape them in other directions.

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“…And although academics labour under audits, metrics and frameworks, the responses individuals make to these may vary. Indeed, storytelling in certain guises may be seen as a subversive response (Macgilchrist 2020).…”

Section: Prologuementioning

confidence: 99%

Rewild My Heart: With Pedagogies of Love, Kindness and the Sun and Moon

Costello

2022

Postdigit Sci Educ

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The pressing problems we face from wars to pandemics erupt against the less dramatic background of the mundane continued destruction of our planet as a habitable realm. In education, technology can be environmentally destructive in a variety of ways. Educators may feel the urge to address these matters but we also know that EdTech solutionism can create new problems as fast as it fixes old ones. Something in the urgency of the fix may be the problem. It may be that we are too desperate to fill a hole in the world that we only see through a hole in ourselves. Hence, in order to truly escape our colonised and domesticated fates, we need to rewild our very thinking. We need to examine the underlying emotional tones and waves that cause us to act as we do against our own interests and that of our planet. This conundrum is explored here through the device of storytelling using a multimodal speculative auto-ethnography to push into realms beyond mere utility and out into conceptual wilds. No fixes or solutions are offered here for the planet. Lifeless celestial objects such as the sun and moon loom large by contrast. Both have walk-on parts in this tale, and watch us as we watch them, with whatever love and kindness we can.

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When discourse analysts tell stories: what do we ‘do’ when we use narrative as a resource to critically analyse discourse?

Abstract: View related articlesView Crossmark data Citing articles: 1 View citing articles When discourse analysts tell stories: what do we 'do' when we use narrative as a resource to critically analyse discourse?

Cited by 29 publications

References 37 publications

Who cares about learning design? Near future superheroes and villains of an educational ethics of care

Who cares about learning design? Near future superheroes and villains of an educational ethics of care

Dashboard stories: How narratives told by predictive analytics reconfigure roles, risk and sociality in education

Rewild My Heart: With Pedagogies of Love, Kindness and the Sun and Moon

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