Experiences and Criticisms
While the importance of the role of storytelling can hardly be overestimated, the impact of digitalization on this role is more ambivalent. In this second book-length publication of the programme Media and Education in the Digital Age – MEDA, the authors take a critical stance towards the alleged emancipative affordances of digital storytelling in education. The collection is inspired by the effort of making professional educators aware of the risks of the digital turn in educational storytelling but also of the opportunities and the conditions for critical engagements. Based on their research and field experience, fifteen scholars discuss in nine chapters these risks and opportunities, providing ideas, evidence, references and inspiration to educators and researchers.
Story-Telling and Narrative Inquiry as a Gateway to Methodology
Abstract Across campuses, the very word ‘methodology’ elicits negative reactions and utterances of dismay from students even before they have embarked on a course. Deemed to be boring or a ‘necessary evil’, learners often arrive for their first class demotivated or disinterested. Yet, as all educators know, without a solid foundation in research methods, students will flounder in their research reports at the end of their undergraduate degrees and will continue to battle into postgraduate studies. How then can the usually compulsory methodology course be structured in such a way as to create a constructive and engaged learning experience? This paper examines the effectiveness of introducing story-telling techniques, through the use of narrative enquiry and reflective practices. The objective is to introduce different methodologies and allow students to apply those research methods to everyday events based on their own encounters, experiences and understanding, thereby demonstrating the need and relevance of a firm understanding of these approaches and concepts.
Keywords Story-telling, narrative inquiry, methodology
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