Institutional storytelling and personal narratives: reflecting on the ‘value’ of narrative inquiry

With the ‘narrative turn’, a momentum gathered in the wider social sciences that asserted that listening to, asking for, gathering and analysing stories provided a new impetus to researching human behaviour. The argument evolved: people are storied beings and to generate a more in-depth understanding of people and their experiences, researchers need to begin with their stories. But the stories people tell are also deeply embedded in narrative frameworks and narrative environments that make up what I conceptualise as institutional storytelling. Arguably, institutional storytelling has a profound impact on the stories people can and do tell. Narrative inquiry has much to offer to the analysis of institutional and personal narratives. In this article, I will address the question of the relevance of narrative inquiry to gather and analyse the stories that people and institutions tell. Drawn from an empirical sociological study of women’s narratives of their weight management experiences in the context of their participation in weight management classes, I present a case for narrative ethnography as a critical methodological strategy to analyse the complex relationship between institutional and personal narratives.     

教育叙事研究的理想追求与现实困境

随着叙事研究逐渐透入教育研究领域,体悟教育生活、反思教育过程、沟通理论与实践成为教育叙事研究的理想追求.然而我国的教育叙事研究在发展的过程中面临着叙事主体单一化、叙事视野狭窄化、叙事体悟肤浅化、叙事形式模式化等现实困境.转变传统思维方式、扩大学术视野是走出困境的关键,寻求叙事研究本真、确立基本定位则是走出困境的根本.     

‘Children’s clans’; social organisation and interpretive reconstruction as aspects on development of peer-groups in outdoor play

The focus of this article is children’s self-organisation of peer-groups through play. The play was initiated by encounters with the environment. The use of ethnographic methods in early childhood research has proved helpful to elucidate, interpret, and understand children’s experiences and the creation of meaning in their everyday lives. This inquiry draws on field notes, informal conversations with the children, and photos from a study of kindergarten children’s experiences of outdoor places and landscapes in Norway. Going out of doors together with the children regularly over a period of 10 months revealed aspects of how children’s interactions in play connect to their use of natural landscapes and its place in peer-group social organisation. The data are presented as ‘narrative maps’ and episodes written as ‘emplotted’ narratives.     

Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text

In this paper I examine the dilemma faced by reflexive narrative inquirers who write in the first-person “I” while advocating for a postmodern reading of the “self.” This paper asks the question: How can the reflexive educational researcher craft a research narrative that, on the one hand, strives for self-presence, while on the other hand, denies the transparency of language? I discuss current post-structuralist critiques of educational research rhetoric, and extend the critique to narrative research, suggesting that an arts-informed approach to narrative allows researchers to disrupt the authority of their text. I explore the use of a specific fictionalizing technique – the unreliable narrator – to assist readers in critically deciphering reflexive research narratives.     

教育叙事研究的研究

近几年叙事研究在我国教育研究领域兴起 ,引起了学者们的关注。学者们主要从教育叙事研究兴起的背景、叙事及叙事研究的内涵、叙事研究的理论基础、叙事研究的特点、叙事研究的分类、叙事研究的过程、叙事研究的反思等方面进行了研究。     

Return of the ghost – to discipline or/and to teach?

This paper is a situated biographical reflection on the author's Hong Kong teaching experience written using a narrative inquiry approach, describing attempts to generate innovative pedagogical practices. The journey explores how autocratic, traditional Chinese cultural expectations in Hong Kong education have nurtured a commonsense belief in “discipline first and then teach”. This teacher/researcher adopted alternative approaches to authority through the use of developmental drama which made teacher image and teacher–student power relationships an object of talk and study. The aim of this paper is to bring together theories and pedagogical models based on the sociology of education, social psychology and drama pedagogy in an effort to change how we teach marginalized students in one distinctive Chinese cultural context.     

从晚清四大小说杂志考察“戏曲的小说化”倾向

"戏曲改良"催生了晚清戏曲的再度繁荣,戏曲与小说互相渗透、彼此合流的现象突出,仔细考察晚清四大小说杂志,发现刊载于其中的戏曲理论文章、戏曲作品类型和有关戏曲栏目等"戏曲的小说化"倾向日益明显。     

中国古典小说戏曲“亭”意象的解读——以《风月瑞仙亭》与《牡丹亭》为例

“亭”是中国传统文学中的重要意象.在古典戏曲小说中,“亭”是才子佳人一见钟情、私定终身的重要场所之一.这是由于它具有开放、灵动、突出的视觉审美特征以及自然、新奇的空间范围意蕴.对“亭”意象进行分析研究,可以更充分地发掘文本的深层内涵.     

历史叙事中的“真实”与“虚构”问题

历史叙事分为经验的叙事与虚构的叙事两个层面,前者以历史事实为基础,为读者提供一个具有完整意义的故事形式,后者以历史编纂的美为最大追求,为人们提供一个“戏说”的文学形式。对二者的区分与探讨将为当前的新历史主义文论研究,对历史学家海登·怀特历史诗学的理解提供一个新的借鉴。     

在微积分中开展探究性学习的现状调查分析

目前,高等师范院校在微积分教学中,实施探究性学习的理论较为薄弱,具体实施中存在诸多问题.可以从教师、学生及客观等3方面进行归因.建议以微积分内容为载体,从内容选择、几何直观、数学思想方法、网络环境等方面开展微积分探究性学习.     

现代家族小说的叙事模式

现代作家深层心理结构中的“围城意识”进入家族文本空间,形成现代家族小说的“围城叙事”。“围城叙事”是现代家族小说的叙事总模式,这种叙事模式决定了家族小说的深层结构和叙事主链的同构性。历史寓言叙事模式、全息影像叙事模式和个人心史叙事模式是“围城叙事”的三种基本模式。     

不可虚构原则与叙述方式——从叙述学视域看报告文学文体的基本规定性

虚构,既是一个故事材料问题,也是一个叙述方式问题。面对同样的非虚构题材,因采用不同的叙述方式,会一定程度地发生实录与虚构分野。因此,报告文学的生命线———不可虚构性,不仅应该从其对象的真实性中去寻找,还应该从叙述本身的真实性中去寻找。同时,报告文学的＂新闻性＂,也不仅是叙述对象范畴,还应该从写作姿态、叙述方式上理解。因而,不是＂展现＂（showing）式叙述,而是以作为叙述者的记者的行走、采访等＂在场＂的＂讲述＂（telling）式叙述构成其主导性的叙述方式。这应该成为报告文学文体叙事学的基本规定性。     

古代戏曲羼入小说现象浅探

本认为,日本《小说目录》收录的《笠翁十种》,可能是戏曲。这是由于藏主混淆了小说与戏曲的概念。这一现象是由于中国近代学术界将小说、戏曲混为一谈,而影响到日本。小说与戏曲概念纠缠不清的原因除通俗学不受重视之外,还因为两确有较多共同点。而不少学按照自己的理解去诠释小说概念,也是原因之一。     

从新历史主义看史传与中国古典小说的亲和性

中国古典小说与中国史传之间有紧密联系的原因是值得深入研究的。新历史主义揭示的历史的文学性从史学与文学的根本性质的接近方面更为深刻地揭示了二者的亲缘关系。但新历史主义也有局限,它没有看到二者在共有的虚构性之外,还有审美性的差异,而这正是中国史传独具的特质,也是中国古典小说与史传有紧密联系的根本性原因。受到中国史传审美性的影响,中国古典小说呈现出独特的审美风貌。     

《江村经济》与《金翼》叙事体例分析

从叙事理论的角度对费孝通先生的传统民族志经典《江村经济》和林耀华先生的实验民族志经典《金翼》进行比较分析,可以看出传统民族志创作的学术严谨性,同时叙事模式也略显古板;而实验民族志却可以通过体例的创新——小说,使民族志的创作更加灵活,人物的刻画更加生动,所阐释的文化呈现出开放性和动态性特点。笔者试图找出两部民族志呈现出的不同特色,以及两部存在巨大差异的作品依然能够成为民族志代表作的原因。