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Bernard W. Andrews


This chapter formulates an alternate approach to seeking knowledge based on a melding of oral and literate traditions with that of the technologies of the electronic field. Patterns of Western thinking characterized by objectivity, the separation of parts into wholes, and the organization of hierarchical structures can no longer operate in isolation from the realities of the modem age. The electronic field has created a global village where many of the traits of oral cultures have resurfaced, such as immediacy, spontaneity and holism that have created a new dynamic in the workplace and in our nation’s schools. In our research, we need to ensure that we produce new knowledge through systematic inquiry that is both relevant to practitioners and significant for the development of the education profession in a changing and dynamic world. Responsive inquiry offers the potential for addressing this need. This research strategy operates at a meta-cognitive level and re-conceptualizes the multi-dimensional as a unified whole. It offers researchers a coherent method to respond to educational challenges and impact on the field in a significant way.

Sajani (Jinny) Menon


Amidst the diverse worlds (Lugones, 1987) we traverse, inhabit, and live within, traditional epistemic and ontological considerations can privilege certain ways of knowing and being whereupon hegemonic narratives may become perpetually fashioned. The corollary is then, an (un)intentional neglect of other stories. Likewise, stories patterned along stereotypical lines (Adichie, 2009) can become sites of default when (dis)engaging with a multiplicity of voices and more worrisomely, an excuse employed by some, to dehumanize. Drawing upon my experiences as a Canadian South Asian female doctoral student, engaging in the ethical and relational methodology of narrative inquiry, I ruminate upon certain curriculum-making experiences (Huber, Murphy, & Clandinin, 2011) with voice and query how to go about humanely imparting voice. Framing reminiscences and musings as storied swatches, I autobiographically share pivotal moments leading up to my art-making choice of stitching a story cloth to communicate and re-present knowledge in one university course. These curriculum-making encounters (amongst others) composed of narratively thinking and art-making (Menon, 2015) continue to interweave my understandings of educational research and what it means to be a researcher learning alongside co-participants. Inviting for the potentiality of arts (Caine & Steeves, 2009) within narrative inquiry may work to unravel borders between the You and I, and Us and Them positioning that can shape everyday interactions. This chapter purposely advocates for an enhanced openness to heterogeneous meaning-making processes and re-presentations of knowledge. In doing so, the hope is to metaphorically stitch heart-full ways of communicating, learning, and being alongside one another.

Caterina Migliore


Within teacher education, teacher candidates must complete practica which serve as an opportunity to obtain hands-on experiences teaching in a classroom. The teacher candidate (mentee) is paired with an associate teacher (mentor), and this experience is highly influential in shaping the pedagogy of the teacher candidate. This chapter focuses on the mentor-mentee relationship and discusses the following topics: qualities of an effective mentor and mentee, tensions that may arise, and strategies or training practices that can be implemented to improve the overall practica experience. The methodology includes a synthesis of peer-reviewed articles by employing a qualitative epistemological approach. The author analyzed themes across various academic works to draw conclusions about practica experiences and the effects of each. Within the chapter, poetry (written by both the author and external artists) is interspersed between analytical observations to create an artistic piece that pushes the boundaries of what is considered academic writing.

Following the Learners’ Traces

Profiling Learners and Visualizing the Learning Process for Building Better Learning Experiences


Arif Altun and Mehmet Kokoç