Embodying Shared History: Narrative Inquiry as Pedagogy.
Embodying Shared History: Narrative Inquiry as Pedagogy.
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体现共同的历史：作为教育学的叙事探究。
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发表时间：
2014
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通讯作者：
Sumer Seiki
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作者：
Sumer Seiki
概述本文描述了我在教师教育课程中将叙事探究研究方法转化为教育学的个人历程。我用自学的研究方法来框定我的旅程。自学是教师教育中广泛使用的一种反思性改进实践的方法(Bullough&Pinenerar，2001)。它为研究人员提供了一种深入研究教学环境、动机和行为的工具。使用获得的洞察力，人们就可以创造改进的可能性。Dinkelman(2003)将自学的过程描述为：[C]面对令人困惑的情况；确定由该情况引起的问题；形成关于如何解决该问题的假设；通过汲取经验、联系理解和结合想法来考虑该假设；以及对照预期目的的实现来检验该假设。(第8页)这些自学步骤是我文章的格式，我用它们来指导读者完成我调查的每个阶段。在展示个人研究叙事以说明每个阶段时，我也会随着时间的推移而改变。这一节突出介绍了我的流程的步骤，并将其绘制出来。从背景开始，我分享我的研究难题。然后，我提出了一个假设，让我审视自己对叙事探究的学习。以我的论文为参考，我回到了我的研究参与者奥黛丽身上。奥黛丽分享了她经常被遗忘的旧金山日本城士绅化故事的经历。当我和她一起走在叙事中，探索她的许多意义时，奥黛丽和叙事探究帮助我重新定义了我们共同生活的历史。这种从叙事探究中学习，通过向内和向外，跨越时间和空间的过程，是我试图将其带入我的课程教育学。在本文的后半部分，我将过渡。我描述了我试图在我的新课程中使用叙事探究作为教学方法，以促进通过叙事学习的方法。具体地说，我分享我的课程讨论、阅读、电影和项目作业中的个人叙述。这门课程的每一个要素都有助于培养教师和学生的叙事探究过程。在每一次反思中，我都会引用学生们的话来讲述我的进步。在接下来的部分中，我将开始。新课程：一种令人费解的情况坐在办公椅上，我凝视着窗外扇形的银杏树。这棵树让我想起了旧金山老家的银杏树。这棵树的美丽让我平静下来，因为我现在正在努力建造我的新球场。我是中西部一所小型文科大学教育研究系的一名教员。最近，我主动请教了一门本科预科教师选修课，题为《教学中的跨文化研究》。我笔直地坐在椅子上，开始设计课程。我考虑我需要包括的课程内容，以及在我的十名职前教师小班中需要进行的学习。我认识的许多学生都是通过其他课程和学术咨询认识的。在这门课之前，我记得有几次对话，其中一些学生与我分享，他们在成长过程中几乎没有跨文化经历。鉴于这些背景知识，我考虑了我的谜题。什么将帮助这些职前教师能够进行跨文化教学？我认为一个课程目标必须是帮助我的职前教师亲自了解他们与学生的不同和共同之处。具体地说，更大的宏观层面的力量，如全球经济、政治和国家制度体系和结构，如何推动和拉动他们的生活及其K-12学生和家庭的生活(Watson-Gegeo，1992)。宏观层面对个人历史、价值观、意识形态和认识论的微观层面进行“框定、告知和约束”(Watson-Gegeo，1992，p.…
Overview This article describes my personal journey translating narrative inquiry research methods into pedagogy for my teacher education course. I use self-study research methods to frame my journey. Self-study is a widely used method in teacher education to reflectively improve one's practice (Bullough & Pinnegar, 2001). It provides the researcher a tool to look within, delving deeper into one's teaching context, motives, and actions. Using gained insights, one can then create the possibility for improvements. Dinkelman (2003) describes the process of self-study as: [C]onfronting a puzzling situation; identifying a problem posed by that situation; forming a hypothesis about what might be done to solve that problem; considering the hypothesis by drawing on experiences, linking understanding, and combining ideas; and testing the hypothesis against the realization of desired ends. (p. 8) These self-study steps are the format for my article; I use them to guide the reader along each stage of my investigation. Presenting personal research narratives to illustrate each stage, I also make shifts through time. This section foregrounds the steps of my process and maps it out. Beginning with the context, I share my research puzzle. Then I develop a hypothesis that leads me to examine my own learning of narrative inquiry. Drawing on my dissertation as a reference, I step back in time to Audrey, my research participant. Audrey shares her experiences from the often forgotten story of San Francisco Japantown gentrification. As I walk alongside her in the narratives and explore her many meanings, Audrey and narrative inquiry help me to redefine our lived histories as shared. This learning from narrative inquiry, through the process of going inward and outward, across time and space, is what I seek to bring into my course pedagogy. In the second half of this article, I transition. I describe the ways I sought to use narrative inquiry as pedagogy in my new course to facilitate learning through narratives. Specifically, I share personal narratives from my course discussions, readings, films, and project assignments. Each element of the course serves to cultivate the narrative inquiry process for both teacher and students. In each reflection, I recount my progression with quotes from students. In the following section, I begin. A New Course: A Puzzling Situation Sitting in my office chair, I stare at the gingko tree flapping its fan-shaped leaves outside my window. The tree reminds me of the gingko trees back home in San Francisco. The beauty of this tree calms me as I presently wrestle with constructing my new course. I am a faculty member in the department of education studies at a small Midwestern liberal arts university. I recently volunteered to teach an elective undergraduate preservice teacher course entitled Cross-Cultural Studies for Teaching. Upright in my chair, I begin to design the course. I consider the course content I need to include and what learning needs to take place within my small class of ten preservice teachers. Many of the students I have known through other courses and academic advising. Prior to the course, I remember conversations in which some of these students share with me that they had little to no cross-cultural experiences growing up. Given this background knowledge, I consider my puzzle. What will help these preservice teachers be able to teach cross-culturally? I decide one course objective must be to help my preservice teachers personally understand their differences and commonalities with their students. Specifically, the ways larger macro-level forces like global economics, politics, and national institutional systems and structures push and pull in their lives and the lives of their K-12 students and families (Watson-Gegeo, 1992). Macro levels "frame, inform and constrain" the micro-level personal history, values, ideologies, and epistemology (Watson-Gegeo, 1992, p. …