An Anatomy of Narrative Curricula
Bibliographic Data
| ID | 9735496 |
|---|---|
| Authors | Carola Conle (Ontario Institute for Studies in Education, University of Toronto, Department of Curriculum, Teaching and Learning, 252 Bloor Street, W., Toronto, Ontario, Canada M5S 1V6; . Her research interests include narrative inquiry, the moral quality of experiential narratives, and narrative curricula in preservice teacher education, corresponding author) |
| Year | 2003 |
| Volume | 32 |
| Issue | 3 |
| Pages | 3-15 |
| Publication date | 2003-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x032003003 |
| OpenAlex | W2021383496 |
| Language | EN |
| Citations received | 25 |
| References cited | 47 |
As curricular qualities of various narrative practices become more diverse and widely established, a clearer understanding of their particular nature and function should accompany their use. This article reviews rather far-flung practices in relation to the particular narrative functions on which they rely. The author uses Schwab’s commonplaces as common denominators that cut across practices to determine different locations for curricular gain. Then, without wanting to tear apart what is essentially a holistic phenomenon, the author looks at narrative curricula through three different lenses, named by Genette (1980) “narrative,” “story,” and “narrating.” These facets of narrative are highlighted in different ways in various curricula, prompting different forms of narrative engagement. They help locate and distinguish different outcomes
Art · Curriculum · Epistemology · Function (biology · Literature · Mathematics education · Narrative · Narrative criticism · Narrative inquiry · Narrative network · Pedagogy · Phenomenon · Relation (database · Sociology · Computer Science · Digital Storytelling and Education · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Philosophy · Psychology
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Research on teacher's knowledge
The Practical 3
Experience and Education
Teacher Thinking
After Virtue
Time, Narrative and History
Chapter 1
Complementary methods for research in education
Heard any really good stories lately? A critique of the critics of narrative in educational research
The asset of cultural pluralism
Community, reflection and the shared governance of schools
The Practical 4
Why Narrative? Which Narrative? Struggling with Time and Place in Life and Research
Connecting Vicarious Experience to Practice
Thesis as Narrative or “What Is the Inquiry in Narrative Inquiry?”
Re-Imagining Teacher Education
Resonance in Preservice Teacher Inquiry
Contexts for the Use of Classroom Cases
Experience and Education
Art as Experience (1934)
After virtue
The Knower and the Known
Guidelines for Quality in Autobiographical Forms of Self-Study Research
Telling it straight
A Narrative of Enhanced Professionalism Educational Researchers and Popular Storybooks About Schoolpeople
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| Citations per year | 1.14 |
|---|---|
| Citation span | 2004 - 2025 (22) |
| Highly cited | No |