Browse results

You are looking at 1 - 10 of 506 items for :

  • Professional Development x
  • Higher Education x
  • Search level: Chapters/Articles x
Clear All
Author:

Abstract

“Muitalus” is “story” or “narrative” in North Sámi. The word is closely related to the word for “remember” – “muitit”. The objective of narrative inquiry is to transform those who are participating. Such an enquiry must carry expectations for the future. In indigenous societies, telling stories has always been a means of transferring knowledge, sharing knowledge of expected behavior, or learning experiences. From the stories and the process of storytelling in a research project on language vitalization in a Sámi kindergarten department, I explore three themes in this article: language, identity, and Sámi pedagogy as experienced in Sámi practices. The stories are not merely material for this article, but they have been, and continue to be, a way of making ourselves – the participants – conscious about who has the power of defining Sámi, and how we, with our backgrounds may, or have the right to, work with strengthening Sámi language and culture in a Sea-Sámi area.

Open Access
In: The Shaping of Professional Identities

Abstract

The purpose of this article is to illustrate how poetic narratives, created based on lived experience of supervision, can contribute to raising awareness of the involved parties’ professional identity development, as well as of values and premises for dialogic and relational doctoral supervision. Applying narrative inquiry as the analytical entry point (Caine, Estefan, & Clandinin, 2013), five central dimensions of research supervision are discussed (Lee, 2008). The 16 narratives presented in this article have been developed through a creative co- design partnership between the supervisor and the research fellow. Supervision is illustrated by concentrating on the two parties’ narratives relating to time, place, and relation. The article focuses on the most primary dimension, the relational, which is linked to vulnerability in life. Methodologically, the article moves autoethnographically between performance and sensory ethnography (Pink, 2015; Denzin, 1997) as its scientific theoretical foundation.

Open Access
In: The Shaping of Professional Identities

Abstract

This chapter, as the book in hand, written in the spirit of John Dewey, considers personal experience as scientific exploration. Personal growth and formative development are highlighted as important in many aspects of life, including professional work-life. We introduce how professional identities are continuously developed in processes of cultural formation and unpack episodes from various professions. It becomes apparent how personal experience is entangled with the shaping of professional identities. We introduce three questions: Who are we, in relation to our profession? What can we learn about the formation of professional identity from a narrative inquiry? How can we extend our understanding of the formation of professional identity from the perspective of critical event narratives?

Open Access
In: The Shaping of Professional Identities
Author:

Abstract

This autobiographic narrative inquiry is based upon the author’s cross- cultural research and collaboration between Chinese and Norwegian teacher education programmes. Through this long-term commitment and repeated crossing of national, ideological, and linguistic borders, stories have been lived, told, and retold. These encounters with various boundaries have provided fertile ground for making sense of the world and for her to become who she is in the midst of these stories. Participating in cross-cultural research and international teacher programmes is therefore not purely limited to epistemology and the understanding of other cultures in theory, but rather, these experiences provide potential interplay and dialogue between “insiders” and “outsiders” and have shaped her professional identity as a cross-cultural educator and researcher. The professional identity is not a static position but something relational and dynamic in time and place, always on the threshold of a symbolic place of ambiguity and tension.

Open Access
In: The Shaping of Professional Identities

Abstract

How can one single episode in a young life be a turning point? One might think that turning points are experiences like great losses or traumatic love affairs. However, in this autobiographical narrative, I am going to present and unpack a seemingly insignificant event that was nevertheless very significant for me and for the formation of my professional identity. Yet, it is not simply about me as a person, but rather the emotional and muscular phenomena that occur when sudden and unexpected events become so existential that important decisions about one’s professional life end up being made.

At the core of the story is my choir conductor, who behaved and acted as if she had little knowledge about the social processes that shape young people. Her judgement has taught me what is at stake when I, as a teacher, find myself in situations where I could make a misstep and behave in an ethically questionable manner.

Open Access
In: The Shaping of Professional Identities
Author:

Abstract

In this text, I will perform a critical analysis of some of the ongoing research on current Holocaust education in Norway. I will also focus on my own research on inclusion and an equal education for all. Lately, I have been reflecting on why I have some misgivings around both my own research, and that of others in this field. By using autoethnographical narrative inquiry, my own memory will come into contact with my professional life. I think of it as using the feeling of concern as a critical lens. By using my own concern to look at these fields with a critical eye, I have arrived at the following three themes I want to discuss in a critical light. Those are:

  1. An equal education for all
  2. The education about evil
  3. The feeling of shame

By discussing these three elements in light of theories of education on the Holocaust and my own research, I want to look more closely to see if the concern experienced can tell me something about the existing knowledge in the field.

Open Access
In: The Shaping of Professional Identities

Abstract

The aesthetic and performative aspects of professional identity are closely linked to what we sense through taste, smell and sight. In this article, we discuss professional identity narratively, and memories of experiences as tools of professional development. We question how time, space and imagination shape the authors’ professional practice. Our past and present subjective experiences are revealed through a personal narrative. As an opportunity to grasp and understand professional judgement through taste, smell and sight, Babettes feast enters the discussion.

Open Access
In: The Shaping of Professional Identities

Abstract

This chapter discuss mimesis in relation to oral storytelling. The question: what possibilities does the concept of mimesis offer in terms of understanding the relationship between experience and story, and how does mimesis affect my narrative identity?

Mimesis is placed in the spotlight through several processes: the storyteller’s own narrative, a working process, and an artistic expression. Narrative Inquiry serves as a framework around the idea of mimesis. The narrative inquiry research method includes the researcher’s own narrative, while mimesis uses clear coordinators to understand the process of a narrative.

The chapter looks at the author’s own narrative, as well as the discovery of and work on a Greek myth that represents a fictional experience.

Open Access
In: The Shaping of Professional Identities

Abstract

This chapter conceptualises critical events as a knot to entangle in self-explorative narrative inquiry. In an effort to do so, I narrate a self-explorative inquiry into mothering and what it means to be a child. Even if mothering a child is an everyday practice, this chapter tells the story of how mothering can be experienced as a series of critical events – provoked by the cultural idea of what it means to be a child – and must thus be negotiated. By engaging with the ontology of narrative inquiry (Caine et al., 2022; Clandinin, 2007; Clandinin & Connelly, 2000), the narrative term ‘stories to live by’, and the frame of critical event narrative inquiry (Mertova & Webster, 2020), I suggest that self-explorative analysis holds a critical potential when placing oneself as a researcher in the midst of events occurring in a cultural – historical temporality, place, and relational process. The key elements allow us to explore the landscape of professional identity formation with a critical personal sensitivity approach, which I call self-explorative narrative inquiry.

Open Access
In: The Shaping of Professional Identities
Author:

Abstract

I am a narrative inquirer still in the making. My journey of being and becoming a narrative inquirer, so far, has involved a series of personal and professional turns. In this chapter I draw on two painful experiences of shortcoming and the apparent paradox that every time we perform a turn, we are looking backwards in order to move forward. Turning points are openings to learning and to surprise. For me, narrative inquiry involves a commitment to navigate unknown waters, and a willingness to inquire into the unknown and sometimes silenced in my own and others’ lives. Dwelling with my own shortcomings, such as my experiences alongside Risten and Maria,1 is crucial in my process of being and becoming a narrative inquirer.

Open Access
In: The Shaping of Professional Identities