'Other' Voices in Education-(Re)Stor(y)ing Stories
Stories as Analytical Tool
Herausgegeben: Blyth, Carmen
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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 l...
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.
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.
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