By Ivor F. Goodson (auth.), Ivor F. Goodson, Avril M. Loveless, David Stephens (eds.)
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Extra resources for Explorations in Narrative Research
Man’s fundamental narrative capacity is hardly questioned today. But are we all storytellers to the same degree? 7 In my view the pedagogic task is to develop both sides of the same person. According to Goodson & Gill (2011) individual narrative ‘character’ differs from person to person. People have different ‘narrative intensity’ and different narrative strategies. Some are rather descriptive in their storytelling, others are more analytic and evaluative. ‘Showing’ is central in creative text composition, more important than ‘telling’ and explanation.
New York: Teachers College Press. Nussbaum, M. (1990). Love’s knowledge. Essays on philosophy and literature. Oxford: Oxford University Press. 31 R. , & Ådlandsvik, R. (2003). Tonen og glaset. Pedagogisk arbeid med eldre og verbal kreativitet (The tone and the glass: Educational work with elderly people and verbal creativity,. Kristiansand-S: Høyskoleforlaget. Van Manen, M. (1994). Researching lived experience. Human science for an action sensitive pedagogy. London, Ontario: The Althouse Press.
What stories do we tell? How do students decide which experiences of theirs they are willing to bring into the classroom and why? Which stories must forever stay outside the gates of the school, or university? • Where does the story take place? Where is it recounted? How similar or different are these worlds? • When do the stories start, and critically, where do they end? How does this construction help to create the very point of the story? • Why is this story being told? What is its strategic function for the speaker?
Explorations in Narrative Research by Ivor F. Goodson (auth.), Ivor F. Goodson, Avril M. Loveless, David Stephens (eds.)