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A Path to Our Future: Artful Thinking, Learning, Teaching, and Research


Elizabeth P. Quintero and Mary Kay Rummel

This is a book about story, the human experience, teaching and learning, creativity and community. Story is so much more than decoding text and writing using academic language. It also includes literature and all forms of the arts; digital forms of story, from social media to documentation of history; and new forms of multilayered, multigenre research. Story is the backbone and the catalyst for personal connections, appropriation of knowledge, and synergy of knowledge for global citizens. Critical qualitative research is the methodology by which to document and analyze what is really going on in the complex, multidirectional interactions. The authors maintain that story in a broad and newly enlightened sense may help us to break out from the narrow concepts of literacy, content knowledge related to measureable standards, and random facts that are unrelated to dispositions for addressing human needs. Literacy as a conceptual synthesis of knowledge, skills, and dispositions has been giving us glimpses of synergistic ways to approach learning and teaching.
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Chapter Nine: Stories Within Stories: Case Study Narrative of Students Creating Stories

← 112 | 113 → CHAPTER NINE


Narrative inquiry is more than the uncritical gathering of stories. Narrative inquirers strive to attend to the ways in which a story is constructed, for whom and why, as well as the cultural discourses that it draws upon. In the gathering and telling of “stories,” we are gathering “knowledge from the past and not necessarily knowledge about the past” (Bochner, 2007, p. 203). As stated in Chapter One, it is often only in hindsight that we come to understand and give meaning to events (Polkinghorne, 1995); memory is always selective. “(It) is far from uniquely (auto)biographical and is grounded in what is tellable” (Atkinson & Coffey, 2003, p. 118).

According to Wasserman (1993), writing narrative case studies develops habits of thinking about classroom events and frees us from the need to judge and act impulsively. We allow ourselves time for reflection, time to make sense of what is happening at deeper levels, and, consequently, to respond in more thoughtful, reasonable ways. Writing gives us distance from the event and allows for new perspectives.…In the process we learn to see ourselves more objectively and learn more about ourselves as teachers (pp. 194–195).

A new look at the written case study is required. In the contemporary lens, case study writing and analysis can be related to the rhetoric of literate action through an Activity Theory. As a researcher bricoleur (Steinberg, 2011), a teacher writing a case study utilizes a substantial repertoire of skills,...

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