It keeps us in solidarity”

Embodied narrative in Chinese teacher education

Bibliographic Data

ID12369845
AuthorsXiangyan Liu (0000-0002-3618-3158, Hunan Normal University, corresponding author), Shuqin Li (0009-0000-8187-7792, Hunan Normal University), Sisi Yang (0000-0002-5737-712X, Hunan Normal University)
Year2024
Volume44
Issue4
Pages367-390
Publication date2024-02-29
Open AccessNo
TypeARTICLE
VenueText and Performance Quarterly (JOURNAL)
Journal identifiersISSN: 1046-2937 • E-ISSN: 1479-5760
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10462937.2024.2321966
OpenAlexW4392295230
LanguageEN
Citations received1
References cited18

This paper presents a performance text, crafted by university researchers and teachers from a primary school in China. The "embodied narrative" is explored as theory, method, practice, event, and action within this collaborative inquiry. Through vignettes, we delve into the positionalities of teachers and teacher educators, highlighting the fluidity between participant, researcher, and performer roles. Our endeavor challenges the dominance of textualism in educational research, emphasizing "culture as performance" and "practice as research." This embodied narrative approach allows teachers and teacher educators to bridge theoretical and practical divides, merge personal and public realms, and take proactive actions

Action research · Art · China · Embodied cognition · Epistemology · Literature · Mathematics education · Merge (version control · Narrative · Narrative inquiry · Pedagogy · Political science · School teachers · Sociology · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies

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