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Vivian Paley Video July 2015
Living as Mapmakers:
Charting a Course with Children Guided by Parent Knowledge
Debbie Pushor and the Parent Engagement Collaborative II
Sense Publishers
Department of Curriculum Studies, University of Saskatchewan, Canada
While teacher knowledge is well-researched and conceptualized, parent knowledge remains largely unstudied. In response, this book details Pushor’s conceptualization of parent knowledge, the unique knowledge that arises from the lived experiences of being a parent, knowledge that is relational, bodied and embodied, intuitive, intimate, and uncertain. Drawing from her narrative inquiry into parent knowledge, Pushor shares and unpacks the stories of one participant as a way to provide a close up view of the parent knowledge a First Nations father held and used in living with and educating his children. Twelve teachers and parents then put forward their individual and contextual experiences immersed in explorations and use of parent knowledge, attending to the questions, How can what parents know enhance schooling experiences for children? How can parent knowledge, used alongside teacher knowledge, inform decisions made in schools and enhance curricular programming and outcomes for children?
Using the metaphor of maps … of mapmaking … of living as mapmakers, this book is a storied account of the new practices in which parents and teachers engaged to enable parent knowledge to guide their work with children. It is an honest and vulnerable account of their journeys. The authors puzzle over the complexities and the successes of their work and the resulting impact on children, parents, and teachers. This book is an invitation to educators and parents to consider how to walk alongside one another, using both teacher and parent knowledge, for the benefit of children’s learning and wellbeing.
Paperback US$43.00/€39.00 ISBN 978-94-6300-359-9
Hardback US$99.00/€90.00 ISBN 978-94-6300-360-5
P.T.O. FOR TABLE OF CONTENTS AND HOW TO ORDER
Sense Publishers: www.sensepublishers.comW
Narrative Research Resource Listing
Below is the list of resources compiled by Joy Wiggins! If you have any other sources to add, please send them!
Please email Joy L. Wiggins at joywiggins11@hotmail.com to add to this list
Journals
Narrative Inquiry
http://www.clarku.edu/faculty/mbamberg/narrativeINQ/
International Journal of Qualitative Studies in Education
URL: http://www.tandf.co.uk/journals/TF/09518398.html
International Review of Qualitative Research
URL: http://www.lcoastpress.com/journal.php?id=8
Books
Rossiter, M. and Clark, M, C, (2007). Narrative and the Practice of Adult Education. Malabar, FL: Krieger
Bateson, M. C. (1994). Peripheral visions: Learning along the way. New York: HarperCollins.
Clandinin, D. J. & Connelly, F. M. (1998). Asking questions about telling stories. In C. Kridel (Ed.), Writing educational biography (pp. 245-253). New York: Garland Publishing,INC.
Hoffman, E. (1989). Lost in translation: A life in a new language. New York: Penguin Books.
Dewey, J. (1934). Art as experience. New York: Minton, Balch & Company.
Basso, K. (1996). Wisdom sits in places. In S. Feld & K. Basso (Eds.), Senses of place (pp. 53-89). Seattle: University of Washington Press.
Geertz, C. (1995). After the fact: Two countries, four decades, one anthropologist. Cambridge, Mass: Harvard University Press.
MacLachlan, P. (1995). What you know first. Pasadena, CA: Harper Collins.
Rylant C. (1992) An angel for solomon singer. London: Orchard Books
Lopez, B. (1991). Crow and weasel. London: Century.
Methods
Clandinin, D. J. (2007). Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks: Sage.
Baldwin, C. (2005). Storycatcher: Making Sense of our Lives through the Power and Practice of Story. Novato, CA: New World Library. Note: While not a "research" text this is a good resource for life story interviewing and narrating.
Riessman, C. K. (2008). Narrative Methods for the Human Sciences. Thousand Oaks, CA: Sage.
Chase, S. E. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In Denzin, N. K. and Lincoln. Y.S. (Eds) Handbook of Qualitative Research. (3rd edition). Thousand Oaks CA: Sage Publications. pp. 651-680.
Webster, L. and Mertova, P. (2007). Using Narrative Inquiry as a Research Method: An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching. New York: Routledge.
Clandinin, D. J. and Connelly, F. M. (1994). Personal Experience Methods, in Denzin, N.K. and Lincoln, Y. S. (Eds) Handbook of Qualitative Research, SAGE Publications, 413 – 427.
Teachers
Johnson, K.E. and Golombek, P.R. (2002). Teachers’ Narrative Inquiry as Professional Development. Cambridge Language Education.
Lyons, N. and LaBroskey, V.K. (2002). Narrative Inquiry in Practice: Advancing the knowledge of teaching. Teachers College Press.
Teacher Lore: Learning from Our Own Experience (Classics in Education (Troy, N.Y.).) (Paperback) by William H. Schubert (Editor), William C. Ayers (Editor)
http://www.amazon.com/Teacher-Lore-Learning-Experience-Education/dp/1891928031/ref=ed_oe_p
Multicultural
Phillion, J. (2006). Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning.
Phillion, J., He, M.F. and Connelly, F.M. (2005). Narrative and Experiences in Multicultural Education. Thousand Oaks: Sage.
Belcher Dewhurst, D. & Connor, U. (2001). Reflections on multiliterate lives. Clevedon, UK: Multilingual Matters Limited.
Benson, D. & Nunan, D. (2005). Learner's stories: Difference and diversity in language learning. Cambridge, UK: Cambridge University Press.
Kalaja, P., Menezes, V. & Barcelos, A. F. (2008). Narratives of learning and teaching EFL. NY: Palgrave Macmillan.
Anzaldua, G. (1999). Borderlands: The new mestiza. Minneapolis: Aunt Lute Books.
Feminism
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
Gilligan, C. (1990). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.
Identity
Young, M. (2005). Pimatisiwin: Walking in a good way: A narrative inquiry into language as identity. Winnipeg: Pemmican.
Lindemann Nelson, H. (2001). Damaged identities: Narrative repair. Ithaca, NY: Cornell University Press.
Hollingsworth, S. (1994). Teacher research and urban literacy education: Lessons and conversations in a feminist key. New York: Teachers College Press.
Lyons, N. (1998). Constructing narratives for understanding: Using portfolio interviews to scaffold teacher reflection. In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 103-119). New York: Teachers College Press.
Paley, V. (1989). White Teacher. Cambridge, MA: Harvard University Press.
Paley, V. (1995).Kwanzaa and Me: A Teacher's Story. Cambridge, MA: Harvard University Press.
Qualitative Books that include Narrative Research
Denzin, N. K. and Lincoln, Y.S. (Eds.). Collecting and Interpreting Qualitative Materials.
Alvermann, D. E. (2002). Narrative Approaches. In Kamil, M.L., Mosenthal, P.B., Pearson, P.D., and Barr, R. (Eds). Methods of Literacy Research: The Methodology Chapters from the Handbook of Reading Research V. III. New Jersey: Lawrence Erlbaum pg. 47.
Specific Journal articles
Qualitative Inquiry, Vol. 12, No. 5, 1012-1021 (2006)
DOI: 10.1177/1077800406288629
© 2006 SAGE Publications
The fourth volume of Amsterdam Narratological Journal is available online: http://www.fgw.uva.nl/narratology
Narrative Inquiry
Volume 17, Number 1/April 2007
URL:http://ejournals.ebsco.com/direct.asp?IssueID=B2087B45F073
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.
TIERNEY, W.G. (2002). “Get real: representing reality” QUALITATIVE STUDIES IN EDUCATION. VOL. 15, NO. 4, 385 ±398
Connelly, F.M. and Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher 19 (5) p. 2-14.
URL:http://edr.sagepub.com/cgi/content/abstract/19/5/2
Wolgemuth, J. R. and Donohue, R. (2006). Toward an Inquiry of Discomfort: Guiding Transformation in “emancipatory” narrative research”.
Qualitative Inquiry 12 (5). P. 1012-1021
Websites
The Center for Narrative Inquiry http://www.geocities.com/Athens/Delphi/9759/main02.html
The Centre for Narrative Research URL: http://www.uel.ac.uk/cnr/newsletter.htm
A list of Qualitative Research Journals URL:http://www.slu.edu/organizations/qrc/QRjournals.html
Notes and Comments from our Members
If you are interested in biographic-narrative interpretive method (BNIM) research and want a free copy of the current version of a Short Guide to BNIM (with bibliography etc), then just send a NEW EMAIL TOM@TOMWENGRAF.COM with your institutional affiliation and an indication of what you might want to use such a method for, and I'll send you an electronic copy right back.
Bateson, M. C. (1994). Peripheral visions: Learning along the way. New York: HarperCollins.
Clandinin, D. J. & Connelly, F. M. (1998). Asking questions about telling stories. In C. Kridel (Ed.), Writing educational biography (pp. 245-253). New York: Garland Publishing,INC.
Hoffman, E. (1989). Lost in translation: A life in a new language. New York: Penguin Books.
Dewey, J. (1934). Art as experience. New York: Minton, Balch & Company.
Basso, K. (1996). Wisdom sits in places. In S. Feld & K. Basso (Eds.), Senses of place (pp. 53-89). Seattle: University of Washington Press.
Geertz, C. (1995). After the fact: Two countries, four decades, one anthropologist. Cambridge, Mass: Harvard University Press.
MacLachlan, P. (1995). What you know first. Pasadena, CA: Harper Collins.
Rylant C. (1992) An angel for solomon singer. London: Orchard Books
Lopez, B. (1991). Crow and weasel. London: Century.
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Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry
Authors: Mary Isabelle Young, Lucy Joe, Jennifer Lamoureux, Laura Marshall, Sister Dorothy Moore, Jerri-Lynn Orr, Brenda Mary Parisian, Khea Paul, Florence Paynter and Janice Huber
Publisher: Emerald Publishing Group (2012)
Series: Advances in Research on Teaching Volume 17
Description: 'Warrior Women' makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canada's residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people. Attending to these narrative reverberations foregrounded the continuing colonial barriers faced by six Aboriginal post secondary students as they composed their lives in a current era of increasing standardization in Canadian universities and schools. Yet, what also became visible were ways in which the Aboriginal teachers increasingly reclaimed or drew upon their ancestral ways of knowing and being. In this retelling and reliving of their stories to live by (Connelly & Clandinin, 1999) the teachers were composing counter stories (Lindemann Nelson, 1995). While they wakefully composed and lived out these counter stories with intentions of interrupting dominant social, cultural, and institutional narratives they were, at the same time, alongside children, youth, grandchildren, family members, community members, Elders, and colleagues with whom they interacted, co-composing new possible intergenerational narrative reverberations. These new possible intergenerational narrative reverberations carry significant potential to reshape the future life possibilities of Aboriginal and non-Aboriginal children, youth, families, and communities in Canada; they also carry significant potential to reshape the school and post secondary places experienced by future generations of Aboriginal and non-Aboriginal post secondary students.
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Places of Curriculum Making: Narrative Inquiries into Children’s Lives in Motion by Janice Huber, M. Shaun Murphy, and D. Jean Clandinin takes readers into the storied identities of children, families, teachers, and narrative inquirers as their lives meet both in school places and in home and community places. It is these contextual, multiperspectival, relational, and temporal aspects that draw forward compelling new understandings about, while foregrounding tensions between, children’s familial curriculum making and school curriculum making. Drawing on three research sites, this book traces the complex and indelible connections among curriculum making, assessment making, and identity making in children’s unfolding life compositions. A wide audience, including educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators, parents, and family and community members alike, will find meaning and significance in this book.
Places of Curriculum Making: Narrative Inquiries into Children’s Lives in Motion by Janice Huber, M. Shaun Murphy, and D. Jean Clandinin takes readers into the storied identities of children, families, teachers, and narrative inquirers as their lives meet both in school places and in home and community places. It is these contextual, multiperspectival, relational, and temporal aspects that draw forward compelling new understandings about, while foregrounding tensions between, children’s familial curriculum making and school curriculum making. Drawing on three research sites, this book traces the complex and indelible connections among curriculum making, assessment making, and identity making in children’s unfolding life compositions. A wide audience, including educational researchers, teacher educators, research methodologists, particularly those interested in narrative inquiry, curriculum scholars, graduate students, university faculty, teachers, administrators, parents, and family and community members alike, will find meaning and significance in this book.
This book is volume 14 in the Advances in Research on Teaching Series and is available on Emerald’s Bookstore http://www.emeraldinsight.com/products/books/series.htm?id=1479-3687 as well as on Amazon.
If you are interested in reviewing the title for course adoptions or would like further information please contact jdavis@emeraldinsight.com
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We are delighted to announce the publication of Narrative Inquiries into Curriculum Making in Teacher Education edited by Julian Kitchen, Darlene Ciuffetelli Parker and Debbie Pushor.
Synopsis
In this title the authors explore how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education which the authors have carefully and thoughtfully constructed. The particularity of the stories expressed in this collection, provide us with multiple perspectives and multiple entry points into making deeper sense of the complexity of curriculum-making in teacher education. As the stories of experience resonate with our own or as they stand apart from them, they provoke us to re-imagine teacher education, and to retell and relive our own stories of teacher education with new possibility. Narrative inquiry offers teacher educators a way to move the telling of stories of curriculum-making in teacher education forward, to delve more deeply into stories in order to make sense of experience and to attend more closely to a curriculum of life that is educative for the self and others in teacher education.
Contributors to this volume include -
F. Michael Connelly - Darlene Ciuffetelli Parker, Debbie Pushor, and Julian Kitchen - Cheryl J. Craig - Stefinee Pinnegar and Mary Lynn Hamilton - Grace Feuerverger - Ruth Mansur, Smadar Tuval, Judith Barak, Bobbie Turniansky, Ariela Gidron and Talia Weinberger - Julian Kitchen - Darlene Ciuffetelli Parker - Lynette B. Erickson and Amy B. Miner - Shelley M. Griffin - Ramona Maile Cutri - Debbie Pushor - Dixie K. Keyes - Shijing Xu - Debbie Pushor, Julian Kitchen and Darlene Ciuffetelli Parker
The book is now available on Emerald’s Bookstore http://www.emeraldinsight.com/products/books/series.htm?id=1479-3687 as well as on Amazon.
If you are interested in reviewing the title or would like further information, for example on adoptions, please contact jdavis@emeraldinsight.com
This volume is number 13 in the Advances in Research on Teaching Series - http://books.emeraldinsight.com/display.asp?K=9780857245915 edited by Stefinee Pinnegar, and volume 14, shortly to be published, takes up the theme of Narrative Inquiry again, with the title Places of Curriculum Making: Narrative Inquiries into Children’s Lives in Motion.
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Artful Stories: The Teacher, the Student, and the Muse by Dr. Joanne Kilgour Dowdy
T&T born US-based writer and Kent State University professor, Dr Joanne Kilgour Dowdy, is due to release yet another book. Artful Stories: The Teacher, the Student, and the Muse, is currently being prepared for printing and will be released by year’s end from Peter Lang Publishers. It will be added to Kilgour Dowdy’s growing body of publications including Readers of the Quilt, The Skin that We Speak (with Dr Lisa Delpit, McArthur Genius Fellow), PhD Stories: Conversations With My Sisters, GED Stories, Teaching Drama in the Classroom and recently In The Public Eye. The book focuses on the personal narratives of four black, male artists who teach in higher education institutions and perform as professionals in their field.
http://guardian.co.tt/womanwise/2011/05/22/kilgour-dowdy-tells-artful-stories
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THE QUEST FOR MEANING: Narratives of Teaching, Learning and the Arts
Mary Beattie (Author/Editor)
Ontario Institute for Studies in Education at the University of Toronto, Canada
[Paperback]
The Quest for Meaning: Teaching, Learning and the Arts presents a narrative, arts-based approach to pedagogy and research in higher education. Through narratives of experience, the book offers revealing, poignant examples of the transformative power of the arts and of narrative inquiry in learners’ lives, and of the centrality of story in their ongoing quest for meaning.
The Quest for Meaning will be valuable in a wide range of graduate and undergraduate settings. It provides a framework for the development of new pedagogies which integrate the theory and practice of narrative, arts-based approaches to education. The work makes a contribution to the fields of narrative and arts-based inquiry and pedagogy, qualitative research methods, holistic and integrated studies, and self-directed inquiry. It will appeal to a range of audiences who are interested in this creative, integrative approach to education, and who want to gain insights into how students learn, from their own unique perspectives.
Grounded in Dr. Beattie’s interconnected approach to research and pedagogy, the book begins with her own story of teaching, learning, research and the arts. This provides the backdrop to an account of a collaborative pedagogy designed to enable students to conduct in-depth narrative inquiries into their lives, and to learn how to do narrative, arts-based research with others. Here, Beattie provides insights into the practices and processes of solitary and collaborative inquiry, and the interaction and integration that take place within the three kinds of dialogue she proposes; the dialogue with the self, the dialogue with others, and the dialogue between the dialogues.
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Books in the Advances in Research in Teaching Series
Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators by Elaine Chan, Dixie Keyes and Vicki Ross – full details here
The other two are volumes recently published in paperback:
Places of Curriculum Making: Narrative Inquirers into Children’s Lives in Motion by Janice Huber, M. Shaun Murphy and D. Jean Clandenin – details here
Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation by Lynette B. Erickson and Nancy Wentworth – details here
There is a 30% discount on these titles for SIG members!!
Go to http://books.emeraldinsight.com/offer/ and enter code: NRSIG2012
There is the option on the right-hand side to change the currency to US$.
Sophie Barr
Assistant Publisher/Assistant Commissioning Editor
Emerald Group Publishing Limited
Tel +44 (0) 1274 785147
Fax +44 (0) 1274 785201
Email SBarr@emeraldinsight.com
www.emeraldinsight.com
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Sailing in a Concrete Boat: A Teacher's Journey
by Carl Leggo
University of British Columbia, Vancouver, Canada
Sailing in a Concrete Boat: A Teacher’s Journey is a novel-length narrative composed in a sequence of short fictions and poetry linked by
recurring characters, themes, events, and setting.The narrative explores the experiences and emotions of a school teacher named Caleb Robinson. He teaches in a conservative church administered school in a rural Newfoundland town called Morrow’s Cove.
Caleb struggles to understand what it means to be a teacher, husband, lover, friend, father, Christian, and human being. Sailing in a Concrete Boat raises many questions about pedagogy as questioning, freedom of expression, conservative religious beliefs,
breaking silences, and curriculum as cultural reproduction instead of cultural transformation. Above all, Sailing in a Concrete Boat seeks to narrate the complex lived experiences of a school teacher as he questions love, family, community, vocation, well-being, romance, spirituality, authority, silence, truth, and identity. In order to make sense of his tangled living experiences, Caleb is always remembering and researching his past in order to write and rewrite his future. Sailing in a Concrete Boat will be a valuable resource in both undergraduate and graduate courses in teacher education, curriculum and pedagogy, life writing, poetic inquiry, arts-based research, and narrative inquiry. (Social Fictions Series Volume 3 2012 252 pages ISBN 978-94-6091-953-4 paperback).
Please see attached flyer for pricing and discount.
Attachments: Carl_Leggo_Sailing_Flyer_w_discount_Oct_2012.pdf
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Cinderella Story
Cinderella Story: A Scholarly Sketchbook About Race, Identity, Barack Obama, the Human Spirit, and Other Stuff That Matters has just been published by AltaMira Press. Cinderella Story argues that a poststructural and unexpected identity can be created from the charred embers of self-imagery strewn about an ash heap of stereotypes—reinterpreted atop a pyre of modern identity constructs, authoritative stories, and assigned names. Consequentially, a Cinderella ending is not the end of a story; rather, it is the inauguration of a new ever after. While this new book contributes to the canon of African American Studies literature, it will not present yet another dubious narrative of the pathology of being Black in America. In fact, the story of being Black in America has always been a story of transformation; as such, this book may be considered a Cinderella Story and is so titled. The variations of the story of being Black in America are too profuse to be contained within the oversimplified and fictive contemporary signifier known as race. And that is the point of this writing. African Americans are more than we are expected to be, more than racial definition allows—an ongoing reinterpretation of injurious social constructs. Cinderella Story is narrative research—the outcome of a methodology that researches contemporary visual and popular cultural markers in search of a story still under construction—as well as an inquiry that depicts identity as a continuing work of art, and the arts as a continuing work of collective identity.
Cinderella Story presents a narrative of how a marginalized or stigmatized person or group reinterprets identity from a position of woundedness toward wholeness—a narrative that blurs the boundaries between personal and collective self-portraiture, employing a methodology that blends the lyrical and the analytical, the prosaic and the poetic, rigor and revelation.
This book, or chapter excerpts from it, may serve as an aid in your teaching of narrative research methods. I did the cover art and all of the original art and poetry in the book. A flyer is attached.
Best regards,
James Haywood Rolling, Jr.
Chair and Associate Professor of Art Education
Syracuse University
Attachments: Rolling_Cinderella Story_FINAL flyer.pdf
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Educational Researcher: Discourse on Narrative Research
Read the "Discourse on Narrative Research" November 2009 issue of Educational Researcher, featuring articles by Cathy A. Coulter and Mary Lee Smith, Tom Barone, D. Jean Clandinin & M. Shaun Murphy, and Michael W. Smith.
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Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Reflective Inquiry
by Nona Lyons released December 2009
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Journal of Educational Research: Special Issue on Narrative Inquiry
Jeong-Hee Kim and Margaret Macintyre Latta have just guest-edited a special issue on Narrative Inquiry in The Journal of Educational Research (January, 2010).
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Narrative Inquiry in Music Education
Barrett, M.S. & Stauffer, S. L. (Eds) (2009). Narrative inquiry in Music Education: Troubling certainty. Dordrecht, The Netherlands: Springer Publications.
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