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'Other' voices in education = (re)st...

Blyth, Maria Del Carmen.

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'Other' voices in education = (re)stor(y)ing stories : stories as analytical tool /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	'Other' voices in education/ edited by Carmen Blyth.
其他題名:	(re)stor(y)ing stories : stories as analytical tool /
其他作者:	Blyth, Maria Del Carmen.
出版者:	Singapore :Springer Nature Singapore : : 2023.,
面頁冊數:	xxii, 90 p. :ill., digital ;24 cm.
內容註:	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.
Contained By:	Springer Nature eBook
標題:	Storytelling in education. -
電子資源:	https://doi.org/10.1007/978-981-99-5495-7
ISBN:	9789819954957

'Other' voices in education = (re)stor(y)ing stories : stories as analytical tool /
'Other' voices in education(re)stor(y)ing stories : stories as analytical tool /[electronic resource] :edited by Carmen Blyth. - Singapore :Springer Nature Singapore :2023. - xxii, 90 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-193X. - SpringerBriefs in education..

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.

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, local rather than global, with stories used to problematize subject/object positionings within those same stories.

ISBN: 9789819954957

Standard No.: 10.1007/978-981-99-5495-7doiSubjects--Topical Terms:

1050894
Storytelling in education.

LC Class. No.: LB1042 / .O74 2023

Dewey Class. No.: 372.677

'Other' voices in education = (re)stor(y)ing stories : stories as analytical tool /
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520 $a 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, local rather than global, with stories used to problematize subject/object positionings within those same stories.
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