Scholarly Personal Narratives as a New Direction for the Scholarship of Teaching and Learning

Autor/in	Brookfield, Stephen
Titel	Scholarly Personal Narratives as a New Direction for the Scholarship of Teaching and Learning
Quelle	In: Teaching Theology & Religion, 16 (2013) 2, S.127-128 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/teth.12022
Schlagwörter	Stellungnahme; Scholarship; Doctoral Dissertations; Personal Narratives; Educational Change; Teaching Methods; Learning Processes; Activism; Religious Education; Theological Education + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Erlebniserzählung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Aktivismus; Politischer Protest; Kirchliche Erziehung; Religionserziehung; Religionspädagogik
Abstract	A powerful scholarship of teaching and learning may well be one of the best counters to the instrumentalist and reductionist impulses in the educational reform movement today. The author believes an opening exists in the conversation on the scholarship of teaching and learning that is mentioned only in passing by Killen and Gallagher. About a third of the way through the piece, they write "Memoir and tip sharing, while useful, do not fit general understandings of scholarship, though they are published and widely read." The author would like to argue that the first of these--memoir, story, and personal narrative--can indeed be a crucial element of the scholarship of teaching and learning. In recent years, Robert Nash has pioneered a form of doctoral dissertation he calls a Scholarly Personal Narrative or SPN (2004, 2011). An SPN places the writer's narrative of her experience as the content of the dissertation. The writer tells a story that she feels is rich with insight, and that can illuminate the complex dynamics behind the particular case studied. The typical narratives that SPNs document are activist attempts to fix a broken humanity. Although SPNs do deal with the kinds of technical problems emphasized by the Carnegie Foundation, these are always understood within the writer's broader story of civic and personal transformation. Narratives, theorized and generalized as they are shared, offer a powerful avenue for the scholarship of teaching and learning to have a dramatic impact on theological educators' practice. (ERIC).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10