Composing Diverse Identities (Teachers, Teaching and Learning)

In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives. Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.

Politics & Social Sciences

D. Jean Clandinin

Janice Huber

Marilyn Huber

M. Shaun Murphy

Anne Murray-Orr

Marni Pearce

Pam Steeves

Social Sciences

Routledge

Narrative Inquiry: Experience and Story in Qualitative Research

"The literature on narrative inquiry has been, until now, widely scattered and theoretically incomplete. Clandinin and Connelly have created a major tour de force. This book is lucid, fluid, beautifully argued, and rich in examples. Students will find a wealth of arguments to support their research, and teaching faculty will find everything they need to teach narrative inquiry theory and methods."--Yvonna S. Lincoln, professor, Department of Educational Administration, Texas A&amp;M University Understanding experience as lived and told stories--also known as narrative inquiry--has gained popularity and credence in qualitative research. Unlike more traditional methods, narrative inquiry successfully captures personal and human dimensions that cannot be quantified into dry facts and numerical data. In this definitive guide, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research. Tracing the origins of narrative inquiry in the social sciences, they offer new and practical ideas for conducting fieldwork, composing field notes, and conveying research results. Throughout the book, stories and examples reveal a wide range of narrative methods. Engaging and easy to read, Narrative Inquiry is a practical resource from experts who have long pioneered the use of narrative in qualitative research.

Education & Teaching

F. Michael Connelly

Schools & Teaching

Jossey-Bass Inc Pub

Places of Curriculum Making: Narrative Inquiries into Children's Lives in Motion (Advances in Research on Teaching, 14)

This book documents a radical shift in thinking from focusing on the school as the place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school. The narrative inquiry framing this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives. It draws on a research project involving multiperspectival narrative inquiries spanning four research sites and traces the tensions experienced by children, families and teachers in multiple curriculum making sites and some of the profound identity making and assessment making implications that become visible. Its attention to the relational in narrative inquiry is focused on tensions that shape lives and, as well, the unfolding of narrative inquiries. This informative book has a wide reaching audience of educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators and parents alike. Contents Chapter 1 Interrupting Understandings of Curriculum Making Chapter 2 Narrative Inquiry As Relational Multiperspectival Inquiry Chapter 3 Loyla s Familial Curriculum Making in the Home and Community Chapter 4 Ji-Sook s and Brent s Stories to Live By Chapter 5 The School Curriculum Making of Ji-Sook and Brent Chapter 6 The Familial Curriculum Making of Ji-Sook, Brent, and Their Families Chapter 7 Living in Two Worlds of Curriculum Making: Children as World Travellers Chapter 8 Conceptualizing Curriculum Making as Interwoven With Identity Making and Assessment Making Chapter 9 Worlds and, of Necessity, World Travel: Conversations With Curriculum Theorists, Parents, Others, and Teacher Educators

Emerald Publishing Limited

Composing Lives in Transition: A Narrative Inquiry into the Experiences of Early School Leavers is structured around ten narrative accounts, each one offering glimpses into the lives of early school leavers from different backgrounds. Framed by the puzzling question of why someone would want to leave school early, the authors worked alongside youths from culturally and socially diverse backgrounds in order to understand their experiences and motivations in more depth. In doing so, however, the research team learned that the stories are also as much about how early school leaving shaped their lives after they left education. By looking across the accounts provided in the book, paying particular attention to place, temporality and personal and social dimensions, the authors were able to identify resonant threads that enabled them to reframe a narrative reconceptualization of the phenomenon of early school leaving.

Composing Lives in Transition: A Narrative Inquiry into the Experiences of Early School Leavers

Emerald Publishing

This book documents a radical shift in thinking from focusing on the school as the place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school. The narrative inquiry framing this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives. It draws on a research project involving multiperspectival narrative inquiries spanning four research sites and traces the tensions experienced by children, families and teachers in multiple curriculum making sites and some of the profound identity making and assessment making implications that become visible. Its attention to the relational in narrative inquiry is focused on tensions that shape lives and, as well, the unfolding of narrative inquiries. This informative book has a wide reaching audience of educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators and parents alike.

See the best price to sell, buy, or rent books by D. Jean Clandinin. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by D. Jean Clandinin