Narratives of Change: The Role of Storytelling, Artefacts and Children's Literature in Building Communities of Inquiry That Care
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| Title: | Narratives of Change: The Role of Storytelling, Artefacts and Children's Literature in Building Communities of Inquiry That Care |
|---|---|
| Language: | English |
| Authors: | McAdam, Julie E. (ORCID |
| Source: | Cambridge Journal of Education. 2019 49(3):293-307. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Story Telling, Childrens Literature, Communities of Practice, Inquiry, Immigrants, Social Discrimination, Caring, Foreign Countries, Teachers |
| Geographic Terms: | United Kingdom (Glasgow) |
| DOI: | 10.1080/0305764X.2018.1524001 |
| ISSN: | 0305-764X |
| Abstract: | Xenophobic discourse surrounding migration, resulting in marginalisation of the other, is on the rise. This article tracks the formation of a professional community of teacher inquirers who wanted to challenge the prevalent negative discourse by generating narratives of change. Using narrative inquiry methods to capture 'stories of experience' told in response to artefacts of value, the community of inquiry revealed through their storytelling the value of excavating knowledge connected to language, culture and identity. This personal knowledge evoked care and empowered the teachers to confidently select and use children's literature alongside creative response strategies to re-imagine their classrooms as spaces to welcome refugee and new-arrival children. The article argues that communities of inquiry provide potential ways forward for educators to pre-figure 'an imperative of mutual care'. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1212533 |
| Database: | ERIC |
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| Abstract: | Xenophobic discourse surrounding migration, resulting in marginalisation of the other, is on the rise. This article tracks the formation of a professional community of teacher inquirers who wanted to challenge the prevalent negative discourse by generating narratives of change. Using narrative inquiry methods to capture 'stories of experience' told in response to artefacts of value, the community of inquiry revealed through their storytelling the value of excavating knowledge connected to language, culture and identity. This personal knowledge evoked care and empowered the teachers to confidently select and use children's literature alongside creative response strategies to re-imagine their classrooms as spaces to welcome refugee and new-arrival children. The article argues that communities of inquiry provide potential ways forward for educators to pre-figure 'an imperative of mutual care'. |
|---|---|
| ISSN: | 0305-764X |
| DOI: | 10.1080/0305764X.2018.1524001 |
