Janice Huber
Biographic Data
| ID | 3887783 |
|---|---|
| NAME | Janice Huber |
| GIVEN NAMES | Janice |
| FAMILY NAME | Huber |
| SIGNATURE | HUBER J |
| AFFILIATIONS | University of Alberta |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Ethical relationality, TribalCrit, and autobiographical narrative inquiry
Creating this chapter brought us together as a diverse group of scholars to think deeply about a process of reflection in teacher education that centers on ethical relationality. To show our coming alongside adult learners attentive to reflection that centers ethical relationality, we inquire into both the Assessment as Pimosayta courses that Murphy, Cardinal, and Huber teach and into Stavrou's experiences teaching and enacting assessment in his …
Relational Narrative Inquiry Alongside a Young Métis Child and Her Family
Understandings of diverse children, families, and communities/peoples as holding knowledge of and as practicing assessment is little recognized in research for, or in programs of, teacher education and development. Our paper shows the intergenerational relational living that Suzy, a young Métis child, experienced alongside her family as they imagined forward and remembered backward. This process shaped, and was shaped by, the family and Suzy’s co…
Exploring the Purposes of Fictionalization in Narrative Inquiry
Drawing on several studies we take up question about fictionalization in this article. In particular, we are interested in the intentions and purposes of fictionalization and discus these within the context of narrative inquiry. We draw attention to how fictionalizing has become a common and often unquestioned part of responding to concerns about anonymity raised by research ethics boards. We see three purposes for fictionalization: (a) protectio…
Narrative Inquiry as Pedagogy in Education
Warrior Women
Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry | Editors: Mary Isabelle Young, Lucy Joe, Jennifer Lamoureux, Laura Marshall, Sister Dorothy Moore, Jerri-Lynn Orr, Brenda Mary Parisian, Khea Paul, Florence Paynter, Janice Huber
Attending to changing landscapes
Teachers, in Canada and elsewhere, live and work on school landscapes being shifted by globalization, immigration, demographics, economic disparities and environmental changes. Within those landscapes teachers find themselves struggling to compose lives that allow them to live with respect and dignity in relation with children, youth and families. In places in Canada, increasing numbers of teachers are leaving after only a few years of teaching. …
Composing Diverse Identities
Creating Communities of Cultural Imagination
In this article we narratively inquire (Clandinin & Connelly, 2000) into the making of a curriculum of diversity by attending to children's stories to live by as they rub up against one another, teachers' stories to live by, and stories of school. We focus on a particular curriculum space, peace candle gatherings, as the research site for attending to these moments of bumping up. Data for the article were gathered in two classroom settings, one i…
Narrative Inquiry
As we entered into Eisner and Powell's exploration of the artistic and aesthetic qualities of the work of researchers, we were drawn toward deeper questions of our own lives as narrative inquirers. In particular, we thought about a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of experience. By returning to field texts of our recent work alongside Darlene, a mother we met on the l…
Ethical Dilemmas in Relational Narrative Inquiry With Children
In the fall of a school year, the authors began work in an elementary inner-city school. Positioned as teacher researchers, they spent the year in a 3/4 classroom. Their inquiry intentions were to more fully understand the experiences of children, families, and teachers of diverse backgrounds as they engaged with each other in the school. They are experienced researchers who have worked with adults, teachers, teacher educators, and principals as …
A marginal story as a place of possibility
Narrative Inquiry
As we entered into Eisner and Powell's exploration of the artistic and aesthetic qualities of the work of researchers, we were drawn toward deeper questions of our own lives as narrative inquirers. In particular, we thought about a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of experience. By returning to field texts of our recent work alongside Darlene, a mother we met on the l…
A marginal story as a place of possibility
Exploring the Purposes of Fictionalization in Narrative Inquiry
Drawing on several studies we take up question about fictionalization in this article. In particular, we are interested in the intentions and purposes of fictionalization and discus these within the context of narrative inquiry. We draw attention to how fictionalizing has become a common and often unquestioned part of responding to concerns about anonymity raised by research ethics boards. We see three purposes for fictionalization: (a) protectio…
Creating Communities of Cultural Imagination
In this article we narratively inquire (Clandinin & Connelly, 2000) into the making of a curriculum of diversity by attending to children's stories to live by as they rub up against one another, teachers' stories to live by, and stories of school. We focus on a particular curriculum space, peace candle gatherings, as the research site for attending to these moments of bumping up. Data for the article were gathered in two classroom settings, one i…
Ethical Dilemmas in Relational Narrative Inquiry With Children
In the fall of a school year, the authors began work in an elementary inner-city school. Positioned as teacher researchers, they spent the year in a 3/4 classroom. Their inquiry intentions were to more fully understand the experiences of children, families, and teachers of diverse backgrounds as they engaged with each other in the school. They are experienced researchers who have worked with adults, teachers, teacher educators, and principals as …
A marginal story as a place of possibility
Narrative Inquiry
As we entered into Eisner and Powell's exploration of the artistic and aesthetic qualities of the work of researchers, we were drawn toward deeper questions of our own lives as narrative inquirers. In particular, we thought about a metaphorical three-dimensional narrative inquiry space as a way to explore the aesthetic and artistic dimensions of experience. By returning to field texts of our recent work alongside Darlene, a mother we met on the l…
Ethical Dilemmas in Relational Narrative Inquiry With Children
In the fall of a school year, the authors began work in an elementary inner-city school. Positioned as teacher researchers, they spent the year in a 3/4 classroom. Their inquiry intentions were to more fully understand the experiences of children, families, and teachers of diverse backgrounds as they engaged with each other in the school. They are experienced researchers who have worked with adults, teachers, teacher educators, and principals as …
Creating Communities of Cultural Imagination
In this article we narratively inquire (Clandinin & Connelly, 2000) into the making of a curriculum of diversity by attending to children's stories to live by as they rub up against one another, teachers' stories to live by, and stories of school. We focus on a particular curriculum space, peace candle gatherings, as the research site for attending to these moments of bumping up. Data for the article were gathered in two classroom settings, one i…
Composing Diverse Identities
Attending to changing landscapes
Teachers, in Canada and elsewhere, live and work on school landscapes being shifted by globalization, immigration, demographics, economic disparities and environmental changes. Within those landscapes teachers find themselves struggling to compose lives that allow them to live with respect and dignity in relation with children, youth and families. In places in Canada, increasing numbers of teachers are leaving after only a few years of teaching. …
Warrior Women
Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry | Editors: Mary Isabelle Young, Lucy Joe, Jennifer Lamoureux, Laura Marshall, Sister Dorothy Moore, Jerri-Lynn Orr, Brenda Mary Parisian, Khea Paul, Florence Paynter, Janice Huber
Narrative Inquiry as Pedagogy in Education
Exploring the Purposes of Fictionalization in Narrative Inquiry
Drawing on several studies we take up question about fictionalization in this article. In particular, we are interested in the intentions and purposes of fictionalization and discus these within the context of narrative inquiry. We draw attention to how fictionalizing has become a common and often unquestioned part of responding to concerns about anonymity raised by research ethics boards. We see three purposes for fictionalization: (a) protectio…
Relational Narrative Inquiry Alongside a Young Métis Child and Her Family
Understandings of diverse children, families, and communities/peoples as holding knowledge of and as practicing assessment is little recognized in research for, or in programs of, teacher education and development. Our paper shows the intergenerational relational living that Suzy, a young Métis child, experienced alongside her family as they imagined forward and remembered backward. This process shaped, and was shaped by, the family and Suzy’s co…
Ethical relationality, TribalCrit, and autobiographical narrative inquiry
Creating this chapter brought us together as a diverse group of scholars to think deeply about a process of reflection in teacher education that centers on ethical relationality. To show our coming alongside adult learners attentive to reflection that centers ethical relationality, we inquire into both the Assessment as Pimosayta courses that Murphy, Cardinal, and Huber teach and into Stavrou's experiences teaching and enacting assessment in his …
Sociology (10 works) · Narrative (8 works) · Narrative inquiry (8 works) · Pedagogy (7 works) · Art (6 works) · Psychology (6 works) · Educator Training and Historical Pedagogy (4 works) · Literature (4 works) · Negotiation (4 works) · Social science (4 works)