The six writers in this book explore the contribution and the transferability of narrative inquiry fromcurriculum studies to daily life in education and in healthcare. They examine the interconnectivity ofreconstructed experience with the construction of disciplinary identity and knowledge. Thinking narratively,they write auto/biographically about relationships between teachers, students, nurses, colleagues, and/orpeople in their care. As narrative inquirers, they are curious how research moves forward professionalsituations in education and healthcare.The narrative plotlines of knowledge construction, curriculum building and identity formation thread throughthe chapters. In education and healthcare, the reconstructed experience of a teacher is shown to befoundational to curriculum content and processes. In nursing education, we see congruence between narrativeinquiry (Clandinin & Connelly, 1995, 2000; Connelly & Clandinin, 1988, 1999) as a process that includes theteacher-researcher as co-participant; and, theorists, such as Watson (1999), include the nurse in the caringsituation as shapers of the experience of people in their care. As practitioner-researchers, teachers in educationand healthcare construct who they are and how they are in relationship in the context of social situations. Inquiry, not certainty (Dewey, 1929), is a lifestance that is formative for education.Practitioners in education and in healthcare will be interested in this book as a way to make meaning of their experience. Policymakers andadministrators will be interested in this book as a way of conceptualizing teachers' knowledge as a source of curriculum. Researchers will be interestedin this book as a demonstration of how narrative inquiry illuminates ways of being that are educative and an innovative way to study curriculum.
The six writers in this book explore the contribution and the transferability of narrative inquiry fromcurriculum studies to daily life in education and in healthcare. They examine the interconnectivity ofreconstructed experience with the construction of disciplinary identity and knowledge. Thinking narratively,they write auto/biographically about relationships between teachers, students, nurses, colleagues, and/orpeople in their care. As narrative inquirers, they are curious how research moves forward professionalsituations in education and healthcare.The narrative plotlines of knowledge construction, curriculum building and identity formation thread throughthe chapters. In education and healthcare, the reconstructed experience of a teacher is shown to befoundational to curriculum content and processes. In nursing education, we see congruence between narrativeinquiry (Clandinin & Connelly, 1995, 2000; Connelly & Clandinin, 1988, 1999) as a process that includes theteacher-researcher as co-participant; and, theorists, such as Watson (1999), include the nurse in the caringsituation as shapers of the experience of people in their care. As practitioner-researchers, teachers in educationand healthcare construct who they are and how they are in relationship in the context of social situations. Inquiry, not certainty (Dewey, 1929), is a lifestance that is formative for education.Practitioners in education and in healthcare will be interested in this book as a way to make meaning of their experience. Policymakers andadministrators will be interested in this book as a way of conceptualizing teachers' knowledge as a source of curriculum. Researchers will be interestedin this book as a demonstration of how narrative inquiry illuminates ways of being that are educative and an innovative way to study curriculum.
This open access book draws on a broad study on violence against men, from both male and female partners in Norway, to contribute to the research on intimate partner violence. It identifies...
There are a very diverse range of views concerning the nature of awareness, perception and experience. In this book John King considers both the nature of the three individual phenomena and the...
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