Naya Grillia
Biographic Data
| ID | 4249862 |
|---|---|
| NAME | Naya Grillia |
| GIVEN NAMES | Naya |
| FAMILY NAME | Grillia |
| SIGNATURE | GRILLIA N |
| AFFILIATIONS | National and Kapodistrian University of Athens |
| ORCID | 0009-0003-6204-8309 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Reimagining environmental education research through narrative inquiry as a relational ethical practice of care and reciprocity with teachers
This article explores the evolution of the relationship between the inquirer and participant within a narrative inquiry conducted in the field of environmental education. Our focus is on how relational ethics contribute to the creation of narrative spaces that cultivate a caring and reciprocal relationship, where respect, trust, and productive self-reflection foster personal and professional growth for both parties. Building on this, we discuss t…
Why am I involved in environmental education?’ Using narrative inquiry to explore the identity and practice of teachers committed to environmental education
Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin's ontological and epistemological tenets of Narrative Inquiry, which we a…
Why am I involved in environmental education?’ Using narrative inquiry to explore the identity and practice of teachers committed to environmental education
Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin's ontological and epistemological tenets of Narrative Inquiry, which we a…
Why am I involved in environmental education?’ Using narrative inquiry to explore the identity and practice of teachers committed to environmental education
Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin's ontological and epistemological tenets of Narrative Inquiry, which we a…
Reimagining environmental education research through narrative inquiry as a relational ethical practice of care and reciprocity with teachers
This article explores the evolution of the relationship between the inquirer and participant within a narrative inquiry conducted in the field of environmental education. Our focus is on how relational ethics contribute to the creation of narrative spaces that cultivate a caring and reciprocal relationship, where respect, trust, and productive self-reflection foster personal and professional growth for both parties. Building on this, we discuss t…
Environmental education (2 works) · Narrative (2 works) · Narrative inquiry (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Children's Rights and Participation (1 work) · Diverse Educational Innovations Studies (1 work) · Educator Training and Historical Pedagogy (1 work) · Engineering ethics (1 work)