Critical Questions, New Imaginaries and Social Activism: A Reader
Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
Chapter Fourteen: The Use of Poststructuralist Storytelling in Early Childhood Education Research
The Use of Poststructuralist Storytelling in Early Childhood Education Research
To make a case about the usefulness of storytelling in early childhood educational research, I start this discussion with an understanding of the word “story” as an account of life episodes manifested in multiple ways; for example as a written piece that describes someone’s experiences, as an oral recount, a poem, a song, a short story, a novel, or even as a television show. There is one undeniable fact about human stories, they are told every day, everywhere, and by everybody. Telling stories is a basic human characteristic that reflects our social nature. Stories are told in all forms and shapes; for example in reality shows on television, on blogs, in magazines, in “tell-all” memoirs, on the internet, or even on Facebook and Twitter. For a variety of reasons, we feel the need to telling what happens to others and what happens to us in such a way that our particularities are honored and our feelings get recognized. Through the narration of observable events, we transmit the significance of our daily experiences to those who wish to listen to our words, or those who want to read our words.
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