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Narrative discourse in teaching prac...

Romanski, Nicole M.

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Narrative discourse in teaching practice: Uncovering multiple layers of story in the art classroom and implications for narrative leadership.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Narrative discourse in teaching practice: Uncovering multiple layers of story in the art classroom and implications for narrative leadership./
Author:	Romanski, Nicole M.
Description:	172 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740337
ISBN:	9781339324203

Narrative discourse in teaching practice: Uncovering multiple layers of story in the art classroom and implications for narrative leadership.
Romanski, Nicole M.

Narrative discourse in teaching practice: Uncovering multiple layers of story in the art classroom and implications for narrative leadership. - 172 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ph.D.)--Alvernia University, 2015.

Narrative is a powerful form of discourse in the construction and reconstruction of knowledge and meaning in society. There are multiple layers of narrative discourse including individual, cultural, and societal myths. These pluralistic narratives are shaped and defined in the social space of the classroom. This qualitative case study uncovers the layers of story in one high school art program and explores the potential of narrative pedagogy in teaching practice. The collective voices and accounts within this study reveal the significance of story in teaching and learning. This investigation's theoretical underpinnings specifically look to the narrative framework of art education scholar Mary Jane Zander. Zander considers narrative as a powerful, yet untapped, form of discourse in the practice of teaching art; she identifies seven threads of story present in an art classroom: student stories, teacher stories, stories of the art room, narratives of art history, stories within works of art, visual culture, and narrative as transforming (2007). These seven layers are considered and analyzed throughout this empirical study. In addition, this study merges narrative leadership theory with narrative pedagogy and the findings discuss the benefits of using narrative methodologies when leading a system.

ISBN: 9781339324203Subjects--Topical Terms:

529436
Educational leadership.

Narrative discourse in teaching practice: Uncovering multiple layers of story in the art classroom and implications for narrative leadership.
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245 1 0 $a Narrative discourse in teaching practice: Uncovering multiple layers of story in the art classroom and implications for narrative leadership.
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500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Caroline M. Fitzpatrick.
502 $a Thesis (Ph.D.)--Alvernia University, 2015.
520 $a Narrative is a powerful form of discourse in the construction and reconstruction of knowledge and meaning in society. There are multiple layers of narrative discourse including individual, cultural, and societal myths. These pluralistic narratives are shaped and defined in the social space of the classroom. This qualitative case study uncovers the layers of story in one high school art program and explores the potential of narrative pedagogy in teaching practice. The collective voices and accounts within this study reveal the significance of story in teaching and learning. This investigation's theoretical underpinnings specifically look to the narrative framework of art education scholar Mary Jane Zander. Zander considers narrative as a powerful, yet untapped, form of discourse in the practice of teaching art; she identifies seven threads of story present in an art classroom: student stories, teacher stories, stories of the art room, narratives of art history, stories within works of art, visual culture, and narrative as transforming (2007). These seven layers are considered and analyzed throughout this empirical study. In addition, this study merges narrative leadership theory with narrative pedagogy and the findings discuss the benefits of using narrative methodologies when leading a system.
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773 0 $t Dissertation Abstracts International $g 77-05A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740337