教育叙事研究

教育叙事研究是研究者以叙事、讲故事的方式表达对教育教学理解的质性研究方法。这种研究方式,对于健进教师自我反思,更新教育观念,改进教育行为,提高教育质量,具有积极意义。同时,教育叙事研究还为中小学教育科研开辟了一条新的途径,它使教师成为研究的主体,从根本上解决了长期以来教育理论与实践相脱节的现象。这是一种值得提倡的教育研究取向。     

简议"教育叙事"研究

本文从基础英语教学研究的视角简要阐述了教育叙事研究产生的背景、概念、以及开展此项研究的意义。     

近二十年来国内外教育叙事研究回溯

教育叙事作为一种重要的质的研究方法，目前正受到国内外学者的广泛关注。教育叙事兴起的原因是多方面的，其理论基础非常广泛，其形式有分析他人和分析自己的叙事两种．其领域集中在国家及地区间教育文化传统和价值体系的比较研究、具体的学科与教学研究、教师教育与专业发展研究：从研究现状看，北美的研究较深入。教育叙事研究存在着局限性。在我国开展叙事研究还要对一些问题做进一步的思考。     

连接课程理论与实践的桥梁——课程叙事研究

课程叙事研究扎根于课程现实、面向课程事实、聚焦课程实践,重视教师个人实践知识对课程理论研究的意义。其研究过程是研究者和教师平等交流与对话的过程,使两者达成相互理解,获得共同发展,从而深化课程理论与实践的关联。     

叙事研究:课程意义探索的“进路”——《幼儿人格发展的课程叙事研究》的审思与实践

行走在《幼儿人格发展的课程叙事研究》课题研究之路上,我们重构课程意义、直面实践问题,让教师成为"自为"的教育研究者、实践思索者、意义探寻者,真实的叙事研究,使课程充满灵动的魅力,促进课程研究的本土化发展,提升课程实施的境界与质量,使幼儿不断朝着健康、全面的方向持续发展。     

教育叙事研究:批判与反思

作为教育研究的教育叙事,不同于文学和史学表现手法的叙事,它是作为质性研究的一种研究方式,它不可虚构教育事件,并且还有作为研究方式所必然具有的规范、程序和要求。运用者必须要掌握这些规范、程序和要求,这是能否运用教育叙事研究的基础。教育叙事研究,是量的研究的补充,它不应该也不可能替代量的研究。     

课程叙事研究促进教师专业发展

教师要提高自己的专业化水平,除了外部力量的知识培训以外,其主要途径是通过自身的实践、研究和反思。课程叙事研究切入教师、贴近生活,关注日常课程实践与经验的意义,使教育科研回归生活本身,是最适合教师做研究、促进教师专业发展的途径。     

质的研究方法与教师的叙事研究

在教育科学研究中,由于受实证主义思想的影响,长期以来,人们都偏向并倚重定量研究的方法,甚至将定量与“科学”直接划等号,似乎惟有定量的才是科学的。实际上,作为社会科学的教育研究毕竟不同于自然科学研究,应该有自己的研究方法。质的研究就是一种适合于教育和社会科学的研究方法。近年来,国内也开始在这方面有所介绍、探索和研究。其中,陈向明女士关于《质的研究方法与社会科学研究》的专著就是这方面的重要研究成果和贡献;《全球教育展望》杂志也于近年开辟专栏推介有关教师叙事研究方面的成果。下面试对质的研究方法与教师的叙事研究作…     

刍议教育叙事研究的理论基础

作为一种质的研究形式,教育叙事研究受到很多不同思潮、理论和方法的影响,具有多重面相和多种焦点的特色。现象学、解释学以及后现代理论、文学中的叙事学理论、现代知识论等为教育叙事研究提供理论基础。     

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。     

Exploring neglected narratives: understanding vulnerability in narrative inquiry

Framed by a question around vulnerability in narrative inquiries, we show the multiple ways that vulnerability is evident in narrative inquiry. We take up the concerns around vulnerability to show how, as narrative inquirers, we are searching to find ways to think with vulnerability and with what others have called neglected narratives. Drawing on one study with Aboriginal youth and their families, we make visible how questions of vulnerability need to be considered in framing of research puzzles, selecting participants, and moving from field to field texts to interim and final research texts. In composing final research texts, we struggled with the notions of vulnerability that are placed on Aboriginal youth by labels and single stories. These assigned vulnerabilities lead to interpretations that could create experiences of judgment. We returned again to the importance of making experiences visible, in order to shift understandings of who Aboriginal youth are, and are becoming, in a complex world that will not write over or ‘erase their Indianness’ nor their or our vulnerabilities. We showed the ways questions of vulnerability are inextricably interwoven into narrative inquiry.     

研究性课程中的人文精神

本文从另一个视角即人文的视角去解读研究性课程 ,认为研究性课程体现的人文关怀是其主要特征之一 ,并阐述了从这一视角解读研究性课程的意义     

Getting in tune through arts-based narrative inquiry

This article provides a glimpse into the use of arts-based methods within a narrative inquiry into learning in an early years degree. Drawing on writing as inquiry [Richardson, L., and E. A. St. Pierre. 2005. “Writing: A Method of Inquiry.” In The Sage Handbook of Qualitative Research, edited by N. K. Denzin, and Y. K. Lincoln, 959–978. Thousand Oaks, CA: Sage], arts-based research [Estrella, K., and M. Forinash. 2007. “Narrative Inquiry and Arts-Based Inquiry: Multinarrative Perspectives.” Journal of Humanistic Psychology 47 (3): 376–383; Barone, T., and E. W. Eisner. 2012. Arts Based Research. Los Angeles, CA: Sage; Leavy, P. 2015. Method Meets Art: Second Edition: Arts-Based Research Practice. New York: Guilford Press], narrative inquiry [Kim, Jeong-Hee. 2016. Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research. Los Angeles, CA: Sage], autoethnography [Ellis, C., T. Adams, and A. Bochner. 2010. Autoethnography: An Overview. Forum Qualitative Sozialforschung/ Forum Qualitative Social Research 12 (1). http://www.qualitative-research.net/index.php/fqs/article/view/1589/3095] [Holman Jones, S. 2005. “Autoethnography – Making the Personal Political.” In The Sage Handbook of Qualitative Research, edited by N. K. Denzin, and Y. S. Lincoln. Thousand Oaks, CA: Sage; Wyatt, J. 2008. “No Longer Loss: Autoethnographic Stammering.” Qualitative Inquiry 14 (6): 955–967; Trahar, S. 2009. “Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education.” Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 10 (1)] and the philosophical notion of the rhizome [Deleuze, G., and F. Guattari. 1987. A Thousand Plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. Vol. 2, Capitalism and Schizophrenia. Minneapolis, MN: University of Minnesota. Original edition, Mille Plateaux, volume 2 of Capitlisme et Schizophrenie, 1980, Les Editions de Minuit, Paris; Jackson, A. Y. 2003. “Rhizovocality.” International Journal of Qualitative Studies in Education 16 (5): 693–710; Honan, E. 2007. “Writing a Rhizome: an (im)Plausible Methodology.” International Journal of Qualitative Studies in Education 20 (5): 531–546; Sermijn, J., P. Devlieger, and G. Loots. 2008. “The Narrative Construction of the Self: Selfhood as a Rhizomatic Story.” Qualitative Inquiry 14 (4): 632–650; Clarke, B., and J. Parsons. 2009. “Becoming Rhizome Researchers.” Reconceptualising Educational Research Methodology 4 (1): 205–215; Sellers, M. 2015. “‘Working with (a) Rhizoanalysis’ and Working (with) a Rhizoanalysis.” Complicity 12 (1)], the author, a timid ‘I’, seeks to disrupt commonly accepted modes of representing knowledge through a performative text that enacts rather than fixates meaning. The purpose is to attempt to shift the ‘discursively established, sedimented strata of educational theory and practice that continue to be highly influential in a great many institutional and policy driven contexts?…?’ (Sikes and Gale, 2006, final paragraph). The hope is to effect some change in research methodologies that marginalise and to highlight the political within the three dimensional inquiry space [Clandinin, D. J., and F. M. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass; Clandinin, D. J. 2006. “Narrative Inquiry: A Methodology for Studying Lived Experience.” Research Studies in Education 27 (1): 44–54] of Early Childhood education and practice.     

A Parental perspective of school and familial curriculum making: a narrative inquiry of early childhood education planning in Hong Kong

This paper examines the early childhood context of Hong Kong (HK) which is characterised by an entirely privatised system. The level of knowledge a child possesses in early childhood can be a determining factor in their admission into desirable kindergartens or primary schools. Given HK’s privatised early childhood education system, the quality of a child’s learning is directly tied to the education services their parents provide independently or can afford financially. The study reported in this paper adopts a narrative inquiry approach to an under-researched area of early childhood education, namely the voices of parents within home learning environments and how the lengths they go to provide their children with a quality education.     

The role of the narrator in narrative inquiry in education: construction and co-construction in two case studies

This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple identities which are influenced by a variety of cultural and sub-cultural contexts which the participants inhabit to varying degrees. In the first case study, the researcher is the narrator; in the second, it is the research participants. The paper uses the two case studies to discuss three challenging areas in narrative research: participant voice, contextual complexities and researcher positionality and how the researcher responds to these challenges through construction and co-construction of the narratives. The authors share their strategies for addressing these three challenges in relation to the role of the narrator.     

Unexpected self-expression and the limits of narrative inquiry: exploring unconscious dynamics in a community-based digital storytelling workshop

In parallel with many nations’ education policies, national education policies in Australia seek to foster students’ intercultural understanding. Due to Australia’s location in the Asia-Pacific region, the Australian government has focused on students becoming “Asia literate” to support Australia’s economic and cultural engagement with Asian countries. Drawing on Allport’s optimal contact principles and key factors supporting intercultural understanding, this study examines two “sister school” cultural immersion trips in Indonesia and East Timor to explore ways in which their different approaches supported positive intergroup contact and helped foster intercultural understanding among students. Focus groups and interviews with school project teams and analysis of both researcher and teacher project field notes and documents suggested that these schools’ programmes could be mapped onto Allport’s contact principles in different ways. The paper concludes with promising approaches that can help to inform sister school programmes.     

A methodological framework for studying policy-oriented teacher inquiry in qualitative research contexts

System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method.