Abstract
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 language | English |
---|---|
Title of host publication | The Power of Storytelling in Teaching Practices |
Subtitle of host publication | Narratives from Hong Kong and Afar |
Editors | Dean A. F. Gui, Dora Wong |
Place of Publication | Abingdon, Oxon |
Publisher | Routledge Taylor & Francis Group |
Edition | 1 |
ISBN (Electronic) | 978-1-003-28235-8 |
ISBN (Print) | 978-1-032-25262-9 |
DOIs | |
Publication status | Published - 2024 |