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Personal Stories (personal + story)
Selected AbstractsBetween the Pedagogical and the Performative: Personal Stories, Public Narratives, and Social Critique in Anna Seghers's Überfahrt,THE GERMAN QUARTERLY, Issue 2 2006Marike Janzen First page of article [source] Writing as Inquiry: Storying the Teaching Self in Writing WorkshopsCURRICULUM INQUIRY, Issue 4 2002Freema Elbaz, Luwisch Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly & Clandinin, 1995; Conle, 1996; Diamond, 1994; Heikkinen, 1998; Kelchtermans, 1993). This article aims to further understanding of writing in the development of teachers' narratives of practice, and to critically examine the potential of the writing workshop as a space where diverse voices can find expression. I take up a narrative perspective, seeing the practice of teaching as constructed when teachers tell and live out particular stories. I examine the autobiographic writing of teachers who participated in a graduate course on autobiography and professional development, drawing on phenomenological (Van Manen, 1990) and narrative methods (Mishler, 1986) and attending to issues of voice (Raymond, Butt, & Townsend, 1992, Brown & Gilligan, 1992) and "restorying" (Clandinin & Connelly, 1996, 1998). The main questions addressed are how do teachers narratively construct their own development and how does the university context, usually construed as a locus of knowledge transmission, function as a framework for the processes of storytelling, reflection, and restorying of experience and for the elaboration by teachers of an internally persuasive discourse (Bakhtin, 1981)? The article describes the experience of the course and the various uses to which participants put autobiographic writing; the range of voices used in the writing is indicated. Three "moments" in the writing process are discussed: describing, storying, and questioning, moments that, taken together, are seen to make up the restorying process. The conclusions point to limitations and possibilities of writing in the academic setting, in particular the place of theory in helping to draw out teachers' voices. [source] Thesis as Narrative or ,What Is the Inquiry in Narrative Inquiry?'CURRICULUM INQUIRY, Issue 2 2000Carola Conle I present elements of inquiry in a dissertation composed through experiential narrative. My account of the thesis process is interwoven with references to John Dewey's demonstrations of implicit inquiry in the creation and experience of art. Motivation, methodology, outcomes and literature review take on a narrative character and I show how aesthetic and reflective activities contributed to the inquiry. Conceptually, a ,tension-telos dynamic' characterizes the impetus for the work; ,resonance' is portrayed as the connecting principle among various narrative components of the thesis, and the function of a ,third term' in metaphorical relationships is presented as a structuring principle for these connections. Although my inquiry came about through personal stories, my narratives reached out to social, historical and philosophical contexts to gain a wider significance, academically and personally. [source] Testimony and Trauma in Herta Müller's HerztierGERMAN LIFE AND LETTERS, Issue 1 2000Beverley Driver Eddy This article attempts to distinguish between testimony (an account of one's personal, limited knowledge of a crime or an atrocity) and trauma (a reconstructed life-story intended to overcome a troubling, recurring memory by locating that memory within its larger, historical context). It is the author's contention that Herta Müller's novel Herztier is a skilful blending of testimony and trauma narrative that illuminates the terrors of the Ceaus¸escu dictatorship and their lasting impact on its survivors. The testimonial aspects of the novel reveal one's inability to achieve complete knowledge of another's trauma, while the trauma narrative, through skilful incorporation of recurring, ,transfinite' images into the text, links the personal stories of the narrator and her friends by subsuming them and making them part of the history of a larger, national trauma. As Müller's novel makes clear, neither testimony nor trauma narrative is able to heal or bring closure to the victims of the Romanian state terror. [source] We've never done it this way before: Prompting organizational change through storiesGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 2 2008North McKinnon Organizations have discovered that storytelling is a powerful change management tool for addressing the emotional issues that have torpedoed many an initiative. Leaders from five businesses discuss how stories finally enabled employees and other stakeholders to get on board with major change efforts. The cases include organizations that used metaphors to create a common team vision, a road map for new business strategy, and the future vision for a massive high tech merger, as well as leaders who used personal stories to convey the essence of a difficult business issue for a skeptical audience. This article is reprinted from the book, Wake Me Up When the Data Is Over: How Organizations Use Stories to Drive Results, by Lori L. Silverman (Jossey-Bass, 2006) © 2006 John Wiley & Sons. [source] Violence education in nursing: critical reflection on victims' storiesJOURNAL OF FORENSIC NURSING, Issue 1 2008Angela Frederick Amar PhD Abstract Violence against women is a major public health concern. This paper describes an educational strategy to increase nursing students' understanding of the experience of violence and to foster recognition and intervention with victims of violence. Students in an elective course were asked to critically reflect on the personal stories of victims/survivors of violence. The assignment provided four learning opportunities that include examination of societal myths on sexual victimization, understanding the lived experience of the victim, exploration of personal beliefs and values, and the relationship of the individual's experience to theoretical content of the course. Students gave permission for the use of quotes from papers to illustrate the learning opportunities. [source] A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careersJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2008Amy L. Zeldin Abstract The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self-efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self-efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self-efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self-efficacy beliefs of men and women who pursue STEM careers. The self-efficacy beliefs of men in these male-dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male-dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036,1058, 2008 [source] Fostering awareness of diversity and multiculturalism in adult and higher educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 120 2008Lisa M. Baumgartner The authors use personal stories to discuss how race affects classroom dynamics and student interactions. In this chapter they focus on the role of emotions in the teaching-learning exchange, providing recommendations and strategies for fostering multiculturalism in the classroom. [source] Learning from mothers: how myths, policies and practices affect the detection of subtle developmental problems in childrenCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2007J. Williams Abstract Background Recent research has revealed increasing concerns over the number of children entering school with unidentified developmental problems, even though there are ostensibly comprehensive health services available for mothers and their children in the pre-school years. Recognizing that early detection and early intervention reduce the likelihood of long-term health and educational problems, it is important to understand why so many children are not detected with developmental problems in their pre-school years. Methods This doctoral study utilized the knowledge and experience of mothers to draw attention to reasons why children with subtle developmental problems are not identified until school age. A qualitative methodology utilized a synthesis of interpretive biography and literary folkloristics as a method of collecting, reading and interpreting personal stories. Three literary theories, arising, respectively, from the tenets of semiotics, neoMarxism and post-structuralism, were used to critically deconstruct the mothers' stories. Results The findings highlight a number of factors that influence the interaction between mothers, health professionals and members of the community, and how these interactions impact on the early detection of children's developmental problems. The findings illustrate the influence of societal myths on how mothers and health professionals view their roles, and on how they think about and respond to the child's problem. They also confirm the value placed on professional knowledge and the role it plays in communications between mothers and health professionals. Finally, they draw attention to how competing arguments about diagnosis and labelling delay identification and access to intervention programmes for children. Conclusion Health professionals working with mothers and young children should be aware of how their values, beliefs and communication styles affect their professional practice, especially when interacting with mothers who raise concerns about their children. State policies that limit access to early intervention programmes should also be reconsidered so that young children are not excluded from assistance. [source] Memoirs of a Peace HistorianPEACE & CHANGE, Issue 1 2005Irwin Abrams This article will tell the personal story of how I came to write about the peace movement and then something about my work on this subject during my year in Europe 1936,37 as a Harvard Sheldon Traveling Fellow. Due to time and space restrictions, I will concentrate mainly on my time in Geneva at the International Peace Bureau and the Library of the League of Nations. In the journal I started on January 18, 1936, I wrote, "I do not know how long I can keep this up, but if I am able to, how much pleasure I shall have when I, as a bearded and bent octogenarian, can read over this record." I did keep it up through those years, and though I am not bearded and not too bent, but still an octogenarian for another month, I have indeed been reading with much enjoyment my pages about how this rather naive twenty-two-year-old encountered Europe for the first time. [source] | |||||||||||||