Technology and Physical Education: Present,Possibilities, and Potential Problems'

During the early 20^th Century, female athletes who did not fit into the model of feminine beauty and grace, represented through select models of sport, were often not considered in media reports and newspapers. Through an examination of the use of narrative inquiry in the exploration of women's experiences in 20th Century Canadian sport, a lack of representation and gaps in information concerning women's participation in sport has been identified. In order to discuss how these gaps can be accounted for, the examination of narrative inquiry as an epistemological methodology is required. Building on this analysis, this paper compares and contrasts the use of a causal chain model versus the use of the story as an explanation. Through this discussion, an assessment of how an application of this school of inquiry can be used to account for the experiences of female athletes will be discussed.     

Responses to refusals of requests: Face threat and persistence,persuasion and forgiving statements

Wilson et al.'s (1998) revision of politeness theory has been applied to requesting, refusing and relational development, finding that different types of face threat are present in an interaction depending on the interaction goals. This investigation seeks to extend Wilson et al.'s (1998) work by determining how threats to a speaker's and hearer's face needs influence a requester's desire to persist and use of persuasion and forgiving statements after refusal. Results indicate that refusals creating greater threat to the positive and negative face needs of requesters yield greater desire to persist and use of persuasion statements. Specific face threats did not appear to be related to use of forgiving statements.     

Realigning capital portfolios: international students' educational experiences in higher education

This paper reports on first year experiences of international students who use English as an additional language (EAL) in higher education in Australia. It examines how valued resources can foster a positive educational experience of these students from sociological perspectives. It draws data from an interview study, exploring narrative accounts of 17 EAL international students from nine countries about their educational relations and strategies across their first year of study. Their narratives were analysed through Bourdieu's concepts of field, habitus, capital and legitimation, as well as tools of narrative inquiry. The paper finds that the students took up strategies to realign their capital portfolios with new rules of the game. Their decisions were dependent on their personal trajectories and conditions on offer. This paper suggests that more effort needs to be made to understand international students' differentiated access to valued resources in higher education.     

The role of narrative in culturally responsive literacy education – a collaborative project in U.S. and Palestinian preschools

This one-year collaborative study examined the role of narrative in promoting new forms of culturally responsive literacy learning in two contrasting international preschool contexts. The qualitative project was carried out by a U.S.-based teacher educator and a Palestinian-based teacher educator who examined the benefits of culturally responsive children's literature, child-centred and open-ended questions, narrative-based dictation and art activities, and co-constructed stories between parents and children. The findings indicate that small-scale changes in the use of narrative in literacy pedagogy can strengthen the classroom as a literacy community, foster culturally valued modes of thinking that deepen children's connections to stories, and strengthen children's engagement with a culturally responsive sense of aesthetic representation. The study's implications emphasise the power of narrative to deepen young children's engagement with literacy in contrasting international settings, and the productive role of cross-cultural collaborative research to diversify current definitions of high-quality early literacy education at the global level.     

《陆犯焉识》的叙事时间与叙事伦理

在严歌苓的长篇小说《陆犯焉识》中,叙述者利用故事时间和叙事时间的双重性与矛盾性,在时序、时距和频率三方面巧妙运用多种手法,从而建立起富有弹性和张力的虚构的叙事时间,使作品呈现出高超的叙事艺术和丰富的审美价值,对作品叙事伦理的构建起到了重要作用。     

Developing and extending Wertsch's idea of narrative templates

Narrative enquiry has become increasingly popular in recent decades. Although James Wertsch has developed a well-theorized model of narrative as a sociocultural tool, his work has not been as influential on this narrative enquiry as it might have been. This may be, in part, because Wertsch has mostly applied his model to the collective memory of national communities rather than to other mental actions or to smaller or more local meso-level sociocultural contexts. This paper develops Wertsch's idea of the narrative template so that it might be more readily used in researching meso-level sociocultural contexts and for researching mental actions other than remembering, such as learning and the formation of professional identity. It draws on specific examples from education and from teachers' professional learning in England to do this.     

Different Schools as Narrative Communities: Identity Narratives in Threefold

The last decade identity is often and very fruitfully conceptualized as “narrative identity.” Neither for individuals nor for groups is identity a given beforehand anymore. On the contrary, identity has to be constructed in an inductive way continuously. Three qualitative research methods are applied to explore in an inductive way the school's narrative identity, combining the individual and the group processes of narrative identity construction. Our data reveal a close relationship between autobiographical critical incidents in teachers' and principals' commitment to the school's identity.     

Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre‐Service Teacher Education

This article interprets the repercussions of visual storytelling for art education and arts‐based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre‐service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulàlia's portfolio); and the third narrative introduces virtual storytelling and connects self‐awareness/meta‐awareness with multi‐literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy.     

A critical discourse analysis of Gisela's family story: a construal of deportation,illegal immigrants,and literacy

In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community.     

Speech correction in Wisconsin public schools

The character of Reagan's rhetoric and the response to it can be explained by its narrative form. The dominance of narrative in Reagan's discourse and the nature of the narrative form combine to differentiate the perspective of Reagan's supporters and his opponents. Three characteristics of narrative form—a story‐based truth, an emphasis on morality, and a grounding in common sense—explain the way in which narrative affects political judgment. The analysis reveals the power of narrative form and, in contrast to the assertions of some narrative theorists, its fragility and moral limitations.     

Teacher Education,Learning and the Information Generation: the progression and evolution of educational computing against a background of change

ABSTRACT

Educational computing has evolved through three stages: topicality, surrogacy and progression; each new stage building onto, rather than replacing, existing practice. At ULTRALAB, Anglia Polytechnic University's Learning Technology Research Centre, work on the design and application of multimedia learning environments has identified three categories of use for interactive multimedia: narrative, interactive and participative. The evolution to a fourth stage of educational computing requires an emphasis on participative media, radical pedagogic change enabled by technological innovation, and recognition/incorporation of the emergent capabilities of learners whose information diet and menu are products of the information age. Teacher education is uniquely placed to support the development of participative media, to define the particular needs of the learning environment and to diminish the deficiency model of the learner.     

Texturing the narrative paradigm: Folklore and communication

Although communication theory is often informed by other disciplines, scholarly connections with folklore have been few. As communication scholars become increasingly interested in narrative as a topic of study for the future, it seems important to return to the past: To folklore, and to Walter Fisher's work in communication that yielded the narrative paradigm. This paper suggests ways in which complementary understandings of narrative in folklore and in Fisher's paradigm could coinform each other and thereby enrich both disciplines. Many ideas about communication and the narrative paradigm can be empirically strengthened by the work of folklore scholars. At the same time, communication scholarship informs folklore's attempts to merge aesthetic and social processes in folklore and encouraging the conversation between disciplines to continue.     

“Oh,I have a story”: narrative as a teacher's classroom model

This paper examines the teaching practices of one American Indian teacher in a high school literature class. It explores the teacher's use of narrative as an instructional strategy designed to convey abstract concepts through concrete experience. The narratives engage students in critical thinking and personal reflection, and provide them with the opportunity to make connections between social and historical contexts. In addition, the teacher uses stories to contrast multiple contexts with personal experiences, which reflects teaching strategies previously identified as those used by effective teachers. There is evidence that sharing ideas and concepts through story is an important way of encouraging social relations and helping students make connections between what they are learning in school and what they know of the world. Based on data analysis, this study presents a model of the teacher's use of narrative as a strategy to pose critical questions, frame a context for discussion, encourage students to reflect on personal perspectives, and introduce ideas and concepts. The model provides a visual representation of the teacher's use of narrative as a way of clarifying course content, contextualizing meaning, and reinforcing understanding.     

A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)

Analysis of children's spoken narratives represents a potentially informative approach to language assessment within early childhood settings. Yet, narrative assessment is not readily amenable to at-scale use given the time needed to collect, transcribe, and analyze a child's narrative sample and the lack of consensus regarding what aspects of narrative expression ought to be examined (e.g., language form, language content). The purpose of this study was to describe a direct assessment of children's language abilities within a narrative context, the Narrative Assessment Protocol (NAP), which examines five aspects of language: sentence structure, phrase structure, modifiers, nouns, and verbs. In this study, we present findings regarding internal consistency, test–retest reliability, construct validity, and the concurrent and predictive validity of the NAP. NAP scores from 262 3–5-year-old children participating in preschool programs were assessed for these purposes. Findings indicated that the NAP exhibits reasonable psychometric properties across the areas addressed, to include significant concurrent and predictive relations with a norm-referenced measure of general language ability. Although more research is needed, preliminary findings indicate that the NAP provides professionals with a valid and informative assessment approach for examining children's language skills within a narrative context; such information may be useful for establishing and monitoring children's language growth within preschool programs or language interventions.     

Understanding narrative relations in teacher education

The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.     

To be Heard,to be Seen,to Matter: Consequences of/for self in utilizing one's narrative

This self-study describes the development and use in a preservice literacy course of the first author's narrative of her own schooling. The introduction to that narrative is included in this paper. The full text of the narrative also describes the impact of school readiness, resource placement, transience, poverty, and teachers' responses and expectations on my school experiences and my sense of self. Methods of data collection included students' anonymous responses to the narrative, in-class discussion, students' final course papers, my research journal, field notes, and retrospective re-analysis. The perspective of a colleague who is serving as a critical friend on my journey is incorporated in the paper as dialogical insets interrogating my practices and interpretations. Writing, analyzing, and using the narrative in my teaching served to clarify my understanding of how my childhood and schooling shape my current work. Sharing it with students was built on the belief that doing so would encourage their development of understanding for students who have histories and backgrounds unlike their own.     

Realising child voice: the development of Cue Cards

There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes ‘real’ rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services.     

Children's inference generation across different media

In the present study, we investigated the degree to which children's inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary. To address both aims, we followed two cohorts of children aged 4 and 6 as they turned 6 and 8 years old, respectively. At each time point we assessed their inference and narrative comprehension skills using aural, televised and written stories. We also assessed their basic language skills and vocabulary. The findings demonstrated that children's inference generation skills were highly inter‐related across different media for both cohorts and at both time points. Also, children's inference generation had a significant contribution to children's narrative comprehension over and above basic language skills, vocabulary and media factors. The current set of findings has important theoretical and practical implications for early diagnosis and intervention in young children's high‐order comprehension skills.     

I can't imagine doing anything else': why do teachers of children with SEN remain in the profession? Resilience,rewards and realism over time

There has been a substantial amount of research on why teachers leave the profession but little on why they stay. The paper will follow Day et al.'s work (2007) in examining the factors that determine which teachers will maintain resilience and stay in the profession, focusing particularly on those who worked as special educational needs co‐ordinators (SENCOs), analysing the careers of 19 teachers who had been in the profession for more than 15 years. Data were gathered by focus groups and life history interviews taking a qualitative, narrative enquiry approach. This research found that some situated factors in schools were found to contribute positively and/or negatively to teachers' efficacy, commitment and perceived effectiveness. Personal influences were also significant and included having children, salary requirements and flexible working patterns. An important factor, and unique to this research, was a commitment to working with children with SEN, and all respondents wanted to continue doing this in some capacity in the future. The paper concludes with the implications for policy and practice and considers possible strategies for maintaining teachers' resilience across their careers.     

A Brave New World: Imagining Faculty Development in the Global Era

What might globalization and the demographic shift in Christianity mean for faculty development programs? What faculty members need most is the ability to imagine globalization as Christians. This article surveys and critiques the most powerful and persistent accounts in the current contest of narratives within the field of global education. These are national security, economic success, missionary or humanitarian impact, and cultural appreciation. Each of these has constructive elements, but all are liable to reductionism and narcissism.

Christian global education needs a different narrative: Christian cosmopolitanism. Cosmopolitanism is the idea that all human beings belong to a single world community. Christianity grounds cosmopolitanism in the belief that all human beings share an identity as special creations of God, formed in God's image to be God's children. Humans are also created to dwell in relationship with each other. This narrative framework helps Christian learners unmask their cultural assumptions and see how even their Christian faith has been colored by such assumptions. Cosmopolitanism helps them work through their cultural limits and gain an appreciation of the contributions of many cultures, including what it means to be a Christian.

The article suggests four ways to build Christian cosmopolitanism via faculty development: sharing stories about cross-cultural encounters and how they induced fresh learning; generating new encounters via traveling seminars; convening reading groups that address issues of cosmopolitan identity, global Christianity, and human connection; and creating new campus events and liturgies to enact commitment to Christian cosmopolitanism.