Definition
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Academic culture has been undergoing a
shift in thinking from traditional models of education which are
teacher focused and concerned with 'disseminating knowledge' to
new models which are learner focused and which value 'making learning
possible'. Embedded in this shift is the realisation that teaching
means more than instructing and performing and disseminating knowledge,
and extends to providing a context in which students can engage
productively with subject matter. This change of thinking is informed
by research on student learning which emphasises the need for teachers
to concentrate on what the learner does and why the learner thinks
he or she is doing it, rather than on what the teacher does (Ramsden,
1992). It also recognises the importance of the social context of
learning and the need to integrate knowledge with its practical
use. At the heart of this approach lies the ability to engage students
with the curriculum. One technique for stimulating learner-focused
activities, which has not been fully explored in tertiary education,
is the use of narrative inquiry, reflection and critical analysis
of learning. ( )
Intertwined in their knowledge base, disciplines contain a complex,
historically developed set of narratives that demonstrate concerns,
knowing and practices that preserve those disciplines' uniqueness.
These stories are part of a rich tradition of socio-cultural knowledge
and practical 'know-how' and are instructive for communities of
scholars and practitioners who study them. They reflect the situated
understandings and actions that are context specific for that discipline
and they respect the storyteller as an embodied knower within the
cultural dialogue of that discipline.
The applications for narrative in an academic context are as varied
as the stories themselves. Narrative enquiry gives permission to
learners to tap into the tacit knowledge embedded in their experience
as well as to learn from each other in the process. It also serves
as a springboard for dialogue about the deeper issues of their professional
discipline that may not be easily illuminated through other methods.
Because narratives rely strongly on communication and relationships,
they can facilitate connections between people and create a sense
of 'shared history'. Thus the environmental context for learning
becomes one that supports the strengthening of collegiality and
collaboration, and builds self esteem (Lindesmith, 1994 ).
Overall, narrative approaches to teaching and learning provide the
basis for both entering practical worlds and understanding socially
embedded knowledge. This diverges from the traditional model where
there has been a tendency to devalue the information that students
bring to the learning situation. Consequently, a central theme of
the article is that validation of knowledge by peers can provide
a heightened sense of awareness and a new basis for reflective practice.
Examples from the fields of urban studies, education and nursing
are analysed to demonstrate how narrative has been employed to successfully
draw out, organise and communicate knowledge that is central to
those disciplines. (Gartner et al, 1996)
Gartner, A., Latham, G. & Merritt, S. (1996)
The power of narrative: transcending disciplines, ultiBASE, http://ultibase.rmit.edu.au/Articles/dec96/gartn1.htm
Lindesmith, K. (1994).The power of storytelling,
Journal of Continuing Education, Vol. 25, No. 4.
Ramsden, P.(1992) Learning to Teach in Higher
Education, London: Routledge.
The storyteller can either be the teacher who might use storytelling
as a way to introduce a concept, elaborate on a concept, set the
scene for a new topic, change the emotional climate of the group etc.
Or the storyteller(s) can be the students. Students can be asked to
tell a story in order to help them reflect on past experience, to
bring relevant experience on a particular topic into the group context,
or to set the scene and establish a climate for personal exchange.
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