Telling better stories: Toward critical,place-based,and multispecies narrative pedagogies in hunting and fishing cultures

Abstract

This article provides an overview of the ethical and educational functions of storytelling in fishing and hunting practices and pedagogies. I explore various psychological, anthropological, and ethical theories surrounding storytelling as a way of encouraging deeper, more robust engagement among humans, nonhuman animals, and myriad beings that exist alongside of us in our multispecies communities. Drawing on animal studies, narrative theory, and critical pedagogy as well as ongoing qualitative research, I offer potential ways of incorporating a wider “ecology of stories” into situated hunting and fishing practices to engage more ethically with the people and beings that dwell in a given place.     

Between the aesthetic and the ethical: analysing the tension at the heart of Theatre in Education

Theatre in Education is a recognized form for exploring ethical issues in schools. Although the relationship between functional, didactic objectives and theatre artistry is recognized as complex and difficult, there has been little analytical work to elucidate its nature. This article takes the form of a case study intended to illuminate this tension by analysing a play that toured recently in secondary schools in Birmingham, UK. It concentrates on two aspects of this particular performance: its transgressive elements – the way in which it played with the boundaries of institutionalised values – and the features of its narrative that tended, in Eco's term, towards an aesthetic of openness. Rather than attempting to offer a clear‐cut theory, this article examines how these essentially theatrical elements of the performance meshed with the play's ethical agenda. I conclude that, despite the risks of transgressive play, it was the playful and open aspects of the enacted narrative that energized the students' moral engagement and subsequent reflection, and suggest that this has implications for moral pedagogy beyond the field of theatre.     

萨宾的叙事隐喻思想研究——兼论学校道德教育的深层隐喻

美国当代著名心理学家萨宾是"叙事心理学"的创始人,叙事隐喻思想是从整体上理解并把握萨宾学术思想的关键所在。萨宾叙事隐喻思想的基本内容主要包含两个方面:语境论的世界假设、叙事作为人类行为之深层组织原则及结构。基于此,萨宾的叙事隐喻思想对学校道德教育的启示主要表征为两个层面:一是学校德育必须充分关注人类道德行为发生的深层叙事隐喻,发掘人类道德行为的深层道德语法;二是学校道德教育必须关注叙事隐喻对于德育生命境界的提升及引领功能。萨宾的叙事隐喻思想为深化学校德育理论研究及实践探索提供了新的更深层的分析视域。     

On the Epistemology of Narrative Research in Education

The purpose of this article is to explore the epistemological foundations of narrative research in education. In particular, I seek to explain how one can obtain knowledge, given its origin in teachers' subjective experiences. The problem with rhetorical and aesthetic criteria that narrative researchers use to warrant their knowledge claims is not that they don't meet a correspondence criterion of truth as post‐positivists contend, but rather that they fail to connect teachers' ethical views with their practice. Since narrative research is aimed at understanding teachers' actions and not at seeking some kind of mechanism in teachers' behaviour, the link between past experiences and present teaching practice is not causal but teleological. I suggest that although the knowledge claims of narrative researchers may not be justified (because they don't meet the criteria of truth as correspondence theory), we might nonetheless be intellectually entitled to accept them. Entitlement is an epistemic right or warrant that constitutes knowledge as justification, but uses different reasons—teleological not causal explanations. I offer three criteria to establish entitlement to accept narrative researchers' findings: (1) the meeting of rhetorical standards such as plausibility, adequacy, and persuasion; (2) the inclusion of teachers' stories about their pedagogical practice; (3) the meeting of ethical criteria that connects a teacher's actions to an articulate and defensible end‐in‐view or vision of the good.     

Testimony and Narrative as a Political Relation: The Question of Ethical Judgment in Education

In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.     

The didactics of vocational Bildung: how stories matter in VET research

In the research on education, the field roughly covered by the concept of Bildung has seen a wide-ranging discussion philosophically but less has been said and done from an empirical and vocational perspective. Bildung includes matters such as: formation of character, ethical and aesthetic knowledge/capability, capacity for wise deliberation and reflection as well as the development of personal autonomy. The focus here is on how narratives about teaching and curricula, both enacted and experienced, can be used to articulate significant aspects of Bildung-related practical knowledge. The empirical basis for this draws on a variety of narrative sources. By presenting, comparing and discussing narratives, it will be argued that there is a number of Bildung-related educational matters, not least in vocational education and training, where a narrative articulation can contribute. These can be differentiated in at least five groups: enriching knowledge of vocational tasks; conceptual development and critical reflection; advancement of practice; development of ‘practice fields’ and the articulation of patterns of vocational Bildung affordances. In distinguishing these different ways in which vocational Bildung as a form of practical knowledge can be enriched through narrative studies, the article contributes to our capacity for doing systematic research in the subject area.     

Aretaic pedagogy: how we can transform the aesthetics of good teaching

Abstract

The article aims to introduce the epistemology of aretaic pedagogy as a refreshing paradigm of good teaching, situating at its centrality, instead of a knowledge-based perspective, a virtue-based approach to education. Its origins are in Aristotelian virtue ethics, which premise the acquisition of intellectual and ethical virtues as the highest good of the good life. Aretaic pedagogy is therefore constructed on the basis of the theory of virtue development and deliberates teaching as an ethical, virtue-driven practice. Its epistemological framework depends largely on three components: the notion of teaching as a practice, the embodiment of internal goods in teaching/learning and the harnessing of students’ private knowledge. Dialogue, beauty and play are proposed as the main internal goods within the students’ learning, which can act as key sources of their practice of virtues. As concerns a teacher’s pedagogical presence, it is argued from a dual professional prospect: the technological and the ethical. Therefore, a teacher is called to exercise a nexus of epistemic, technical, poetic and ethical virtues.     

家族小说《采桑子》的叙述视角越界现象分析

此文从叙述学的角度，对这个充满了魅力的长篇小说进行技术性的分析。每一个有特色的文学作品都有自己独特的话语方式，叶广芩的长篇家族小说《采桑子》在叙述话语方面，一个较为引人注目的特征是叙述视角的越界现象，非常明显。     

Queering Tactical Technical Communication: DIY HRT

Given the barriers for transgender people to access affordable gender-transition care, online environments have witnessed a rise in user-generated instruction sets providing direction on the self-administration of hormone therapy. These ethical forms of tactical technical communication demonstrate the need to consider a new materialist approach to queer theory, which refuses to align queer agency with stable identities. Drawing directly from these user-generated instructions, this article articulates a theoretical framework for queer, tactical technical communication.     

试析伊恩·麦克尤恩小说《既仙即死》中的不可靠叙述

基于修辞方法的叙事批评注重作者意图和文本修辞对于文本意义的决定作用,从文本内部来理解不可靠叙述;基于认知方法的叙事批评强调从读者阅读的角度来看叙事的不可靠性,将不可靠叙述理解为读者的一种阐释策略,并注重在此过程中文类规约和认知框架所起的作用。这两种方法在叙事批评中能够形成较好的互补。笔者主要从修辞角度探讨麦克尤恩的短篇小说《既仙即死》中的不可靠叙述,同时也试图阐明运用认知方法探讨不可靠叙述的伦理意义具有重要作用。     

Myths about instrumental discourse: A response to Robert R. Johnson

Abstract of the original article

Robert R. Johnson's “Complicating Technology: Interdesciplinary Method, the Burden of Comprehension, and the Ethical Space of the Technical Communicator,” published in the Winter 1998 issue of TCQ, points out that there is much for technical communicators to learn from the burgeoning field of technology studies. Technical communicators, however, have an obligation to exercise patience as they enter this arena of study. Using interdisciplinary theory, this article argues that technical communication must assume the “burden of comprehension”: the responsibility of understanding the ideologies, contexts, values, and histories of those disciplines from which we borrow before we begin using their methods and research findings. Three disciplines of technology study—history, sociology, and philosophy—are examined to investigate how these disciplines approach technology. The article concludes with speculation on how technical communicators, by virtue of their entrance into this interdisciplinary arena, might refashion both their practical roles and the scope of their ethical responsibilities.     

Critical Imagination: Serious play with narrative and gender

Narrative is one of the primary ways of human knowing, both of the physical and social worlds and of the self. Feminist post-structuralist theory can give teachers insights into the ongoing processes by which children construct feminine and masculine gender identities through narrative. It can provide a framework within which they might begin to make a wider range of narrative positionings available to both girls and boys. The cognitive, ethical and imaginative implications of this process for classroom practice can be taken up in the work of critical imagination. Three strategies are suggested for teachers: the deconstruction of lived and told storylines; the development of a reflective ethical practice congruent with post-structuralist understandings of the self and the world; and the writing/telling/adapting of multitudes of stories that interrupt binary thinking.     

Editors' column

This article proposes a theoretical frame for technical communication peda- gogy based on six layered literacies: basic, rhetorical, social, technological, ethical, and critical. The layered literacies frame advocates diverse instruction in technical communication programs, ranging from the ancient art of rhetoric to the most contemporary of technologies, from basic reading and writing skills to ethical and critical situational analyses. The article also suggests how the frame can be applied to a program of study or individual course in order to establish teaching objectives; develop course and lesson activities; and assess pedagogical materials, students, and programs.     

The Power of the Storyteller in Religious Education

This article considers the role of the storyteller of religious narrative, not as presenter but as custodian of the narrative. Two case studies are examined. In the first it is shown how a storyteller can operate deliberately to attack and vitiate the received tradition about their chosen subject. In the second it is shown how an established religious story can be forced to illustrate counter-values to those of its originating tradition. From these it is argued that in religious education more attention needs to be paid to the power of the storyteller and the ethical issues that arise from the use and abuse of narrative.     

Poetic expression and poetic form in practitioner research

The article draws on an experience of classroom-based collaborative research in South African primary schools. After a brief presentation of the overall research methodology, the debate focuses on the complexity of collaborative meaning making and debates the ethical implications of managingthe fluid relational boundaries that characterise narrative research.     

《灶神之妻》的结构主义叙事学阐释

运用格雷马斯的叙事语法理论解剖《灶神之妻》的叙事结构可以发现,小说中的角色模式、叙事程序和符号矩阵完全符合格雷马斯的叙事语法理论,人物之间的矛盾和对立构成了主体追求幸福与反对者欲剥夺女性幸福权力之间的斗争,隐喻了主人公雯丽的成长过程及其最终胜利,从而赋予小说解读的新层面。     

Let right be done: trying to put ethical standards into practice

The development of ethical standards by professional associations, boards, councils and colleges of teachers, responds in part to a moral imperative that teachers and school leaders be accountable to the wider community, and in part to a desire to enhance the overall professionalism of educators' behaviour. This article explores the conceptual and practical complexities inherent in defining ethical standards for the teaching profession with a particular focus on their questionable capacity for implementation. In combining empirical evidence from previously reported research studies with newly fabricated first person narrative responses to the evidence, the article seeks to illustrate the difficulty, if not the impossibility, of applying ethical standards to actual situations in any professionally and ethically satisfying way. It argues further that moral dilemmas facing teachers are potentially resolvable only by communities of educators internalizing and applying principles of ethics, not formalized codes or standards.     

Narrative Inquiry: A Spiritual and Liberating Approach to Research

This article identifies various research characteristics of narrative inquiry including its holistic and creative approach and its emphases on experience, relationships and participation, subjectivity and consciousness-raising, commitment and resistance, ethical action, and claiming voice and power. The author suggests that these characteristics point to ways in which narrative inquiry is a spiritual and liberating research methodology that may offer a research practice aligned with the values of researchers in the field of Religion and Education.     

Layered Literacies: A Theoretical Frame for Technical Communication Pedagogy

This article proposes a theoretical frame for technical communication peda- gogy based on six layered literacies: basic, rhetorical, social, technological, ethical, and critical. The layered literacies frame advocates diverse instruction in technical communication programs, ranging from the ancient art of rhetoric to the most contemporary of technologies, from basic reading and writing skills to ethical and critical situational analyses. The article also suggests how the frame can be applied to a program of study or individual course in order to establish teaching objectives; develop course and lesson activities; and assess pedagogical materials, students, and programs.     

当代欧美叙述理论研究的发展与创新

当代欧美叙述理论经历了从形式主义和结构主义叙述学，向后现代叙述理论的转换，并且对结构主义叙述学进行了发展和创新，具体表现在以下三个方面：政治’化，跨学科研究．多元化。这三方面相互渗透，相互影响，相互补充。