The intro-spectator, the agent and the collaboration-maker: Storytellers in the time of pandemonium

Dean Anthony Fabi Gui

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review


In order to link the chapters of the three themed parts of this book to their respective traditional perspectives (Introspection, Agency, and Collaboration) and the present narrative approaches, we do intentionally position the relevant set of chapters in between a commencing theoretical narrative and subsequent methodological narration. We borrow from research in language teaching that engages with narrative inquiry as a means to establish teacher knowledge as the centre of teacher identity. The ethnographic perspective offered foregrounds the social process of learning at the personal (teacher identity) level of one study participant from the Department of English Education at a university in Guangdong Province (situated geographically next to Hong Kong through its southern border, and sharing linguistically, Cantonese), China. Specifically, with respect to educational reform, a community’s inclusion and exclusion of an individual serve to illustrate identity trauma negotiation by inexperienced teachers during this period of potential uncertainty. Subsequently, the practitioner’s narrative is told, progressively, beginning with a transformation (Introspection), continuing with participation (Agency) and culminating in development (Collaboration).
Original languageEnglish
Title of host publication The Power of Storytelling in Teaching Practices
Subtitle of host publicationNarratives from Hong Kong and Afar
EditorsDean A. F. Gui, Dora Wong
Place of PublicationAbingdon, Oxon
PublisherRoutledge Taylor & Francis Group
ISBN (Electronic)978-1-003-28235-8
ISBN (Print)978-1-032-25262-9
Publication statusPublished - 2024


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