Blyth ‘Other’ Voices in Education—(Re)Stor(y)ing Stories

Stories as Analytical Tool
1. Auflage 2023
ISBN: 978-981-99-5495-7
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 90 Seiten, eBook

Reihe: SpringerBriefs in Education

This book explores how stories can be used as ‘data’ that prefigure and make possible the numerous permutations of life that comprise existence, and examines how stories can be reconfigured to transform that existence into something 'other'. It uses varied theoretical and critical frameworks such as autoethnography and posthumanism with which to explore the stories shared that go ‘beyond cause and effect’. This book looks to engage with storying and storytelling as inquiry in non-Western ‘worlds’, and looks to make ‘storying’, ‘restor(y)ing’, and ‘stories’ written by non-Western educators the locus of attention. By doing so, it seeks to illustrate what distinctive ways of storying and storytelling can look like in worlds other than those that follow a Western ethico-onto-epistemological worldview. It provides a way to articulate thought that may be commonly omitted in teacher education around the world, and looks at ‘truth’ as situated rather than as totality, localrather than global, with stories used to problematize subject/object positionings within those same stories.

Zielgruppe

Research

Autoren/Hrsg.

Blyth, Carmen

Inhaltsverzeichnis

Foreword.- Introduction.- Wiradjuri Dictionary.- Chapter 1 Holding Together: Stories of Place & Land.- Chapter 2 Locating Cultures in Cityscapes: An Autoethnographic Reading of Sarah Macdonald’s Holy Cow (2002).- Chapter 3 Cornish: Can an Indigenous Language Become a Fixture in the Local Primary Curriculum?.- Chapter 4 Fictionality as a Mode of Vindication and Defiance in the Digital Era Narratives.- Chapter 5 A Belgian Decolonizer of the Hindu mind: Koenraad Elst, Unaffiliated Orientalist.- Afterword.

Über Autor(innen)

Carmen Blyth completed her PhD on international schools, teaching, and governance at the University of Cape Town and was a postdoctoral research fellow with the Decolonizing Early Childhood Discourses research project at the same university. She has worked with international schools and universities in Asia, Africa, and the Middle East for over 30 years as a teacher, teacher trainer, and department founder. She currently enjoys mentoring PhD and IB Diploma candidates and has a special interest in the links between linguistic diversity and biodiversity, and the rights of other language speakers in institutions where English is the medium of instruction. Her publications include a monograph on ethics in international schools: storytelling and autoethnography published with Palgrave Macmillan, an edited volume on the power of stories in children’s lives, journal contributions that engage with posthumanism, as well as book chapters on methodology and syllabus design. She holds a BSc (Hons)in Pure and Applied Physics.