From Experience to Relationships: Reconstructing Ourselves in Education and HealthcareJasna K. Schwind, Gail M. Lindsay IAP, 1. 4. 2008 - Počet stran: 141 The six writers in this book explore the contribution and the transferability of narrative inquiry from curriculum studies to daily life in education and in healthcare. They examine the interconnectivity of reconstructed experience with the construction of disciplinary identity and knowledge. Thinking narratively, they write auto/biographically about relationships between teachers, students, nurses, colleagues, and/or people in their care. As narrative inquirers, they are curious how research moves forward professional situations in education and healthcare. The narrative plotlines of knowledge construction, curriculum building and identity formation thread through the chapters. In education and healthcare, the reconstructed experience of a teacher is shown to be foundational to curriculum content and processes. In nursing education, we see congruence between narrative inquiry (Clandinin & Connelly, 1995, 2000; Connelly & Clandinin, 1988, 1999) as a process that includes the teacher-researcher as co-participant; and, theorists, such as Watson (1999), include the nurse in the caring situation as shapers of the experience of people in their care. As practitioner-researchers, teachers in education and healthcare construct who they are and how they are in relationship in the context of social situations. Inquiry, not certainty (Dewey, 1929), is a life stance 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 and administrators will be interested in this book as a way of conceptualizing teachers’ knowledge as a source of curriculum. Researchers will be interested in this book as a demonstration of how narrative inquiry illuminates ways of being that are educative and an innovative way to study curriculum. |
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Výsledky 1-5 z 17
Strana 2
... awareness of the worlds I inhabit: political, bureaucratic, practical, academic; and, the negotiation of identity that occurs as I navigate my way through this variegated landscape. Having worked in these varied educational contexts has ...
... awareness of the worlds I inhabit: political, bureaucratic, practical, academic; and, the negotiation of identity that occurs as I navigate my way through this variegated landscape. Having worked in these varied educational contexts has ...
Strana 5
... awareness when feelings are engaged and we respond to aspects of a situation in a global or holistic way, not holding what is being learned explicitly in mind; not naming it. “Later we may discover that listening to our feelings is ...
... awareness when feelings are engaged and we respond to aspects of a situation in a global or holistic way, not holding what is being learned explicitly in mind; not naming it. “Later we may discover that listening to our feelings is ...
Strana 6
... awareness of our own history and the part it plays in our current contexts” (p. 14). (Personal journal entry, 1998) Between the study of history, anthropology, and sociology, which provides part of the truth, and the family and ...
... awareness of our own history and the part it plays in our current contexts” (p. 14). (Personal journal entry, 1998) Between the study of history, anthropology, and sociology, which provides part of the truth, and the family and ...
Strana 10
... awareness of which stories fit and which should be discarded and sent back to the author with a rejection slip. Choice and freedom entail what narratives we write with our actions, with our relations, with our lives. When we begin to ...
... awareness of which stories fit and which should be discarded and sent back to the author with a rejection slip. Choice and freedom entail what narratives we write with our actions, with our relations, with our lives. When we begin to ...
Strana 13
... awareness as researcher has come about as a result of the incorporation of immigrant experiences into the work of teacher educators. What makes each experience so unique but still universal is the common act of crossing the borders—both ...
... awareness as researcher has come about as a result of the incorporation of immigrant experiences into the work of teacher educators. What makes each experience so unique but still universal is the common act of crossing the borders—both ...
Obsah
1 | |
Who You Are as a Person is Who You Are as a Nurse | 19 |
An Inquiry into Mindful Caring | 39 |
The Spiral | 63 |
Accessing Humanness | 77 |
Teaching the Whole Child During Times of Accountability | 97 |
Epilogue | 115 |
About the Authors | 119 |
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From Experience to Relationships: Reconstructing Ourselves in Education and ... Jasna Krmpotic Schwind,Gail Margaret Lindsay Náhled není k dispozici. - 2008 |
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2008 by Information awareness caregivers caring in practice chapter Charon Clandinin & Connelly classroom clinical connections construction context create creative culture curriculum day surgery Dewey Diekelmann diversity Dwyer Kent Education and Healthcare education research environment Experience to Relationships explore feel form reserved healthcare reform holistic human identity and knowledge illness experience impact important Information Age Publishing journey landscape learning Lindsay Maggisano meaning of caring metaphor narrative inquiry narrative reflective process nurse-teachers nurse’s Nursing Administrative Quarterly nursing education Nursing Education Perspective nursing education research Nursing Outlook nursing practice nursing students nurturing one’s Ontario Ourselves in Education patient personal and professional Personal journal Publishing All rights qualitative research Reconstructing Ourselves Registered Nurses retelling rights of reproduction role Sarah Wyman Whitman Sasha Schwind shared situations social stories of experience stories to live storytelling teaching teaching-learning tell tensions theory Thinking narratively Toronto understanding writing York