Tina Løbner Rosenberg, DPU, Aarhus Universitet, efterår 2015 - Kandidatspeciale i Pædagogisk Psykologi
Narratives on Chall...
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Narratives on challenges

Resume af kandidatspeciale i Pædagogisk Psykologi v. Tina Løbner Rosenberg
Published on: Mar 3, 2016
Published in: Science      
Source: www.slideshare.net

Transcripts - Narratives on challenges

  • 1. Tina Løbner Rosenberg, DPU, Aarhus Universitet, efterår 2015 - Kandidatspeciale i Pædagogisk Psykologi Narratives on Challenges From Landscapes of Action and Meaning by Kindergarten Teachers Abstract This research examines the narratives Kindergarten Teachers construct following interactions with and about children and how they ascribe meaning to their narratives when a challenge is experienced. The starting premise of the research is a narrative approach founded in social constructionism as set out explicitly by Jerome Bruner and Michael White. The empirical method is letters and narrative interview of four female Kindergarten Teachers in four day-care centres for 3 to 6 years in one Danish Council. The analysis is divided in two: the first part is an analysis of the letters, where the study shows how the Kindergarten Teachers descriptions, from Bruner’s perspective, follow the three elements of a narrative: it’s ‘sequentiality, it’s ‘factual indifference’, and it’s ‘unique way of managing departures from the canonical’. With these characteristics of the narrative, Bruner points, at its dramatic quality and Burke’s pentad, which consists following elements of the narrative: Actor, Action, Goal, Scene, Instrument, and a sixth element ‘Trouble’, supplied by Bruner. Trouble consists of an imbalance between any of the five elements. Kindergarten Teachers narratives fit into this frame of elements. The analysis shows that Kindergarten Teachers seeks to make comprehensible the exception from the ordinary and give meaning to their challenges by fitting the exception, trouble, into their storage of familiar narratives (Bruner, 1990). The second part of the analysis focuses upon exploring the Landscape of Action and Meaning on the narratives, and how the Kindergarten Teachers narrates from the starting point of this dual landscape. Thereby, it is possible to search for the ‘absent but implicit’, the self-narratives, and internalized ways of describing problems. Afterwards, two themes, ‘time’ and ‘before and now’, that is found crosswise in the interviews will be analysed and discussed. Finally, the thesis contains a discussion of the quality of this research. Some of the main points of the conclusion: Kindergarten Teachers construct narratives in alternation between descriptions of action and meaning. They tend to narrate about their challenges to significant others, and the culture in which they take part, forms their narrations. The analysis implies that their narratives contains internalized ways of talking about others and assessing descriptions and ‘truths’ on, how others ‘are’. Thereby they tend to describe the problems as located within the child and not as something external from the child. Furthermore, the study implies, that Kindergarten Teachers narrate on double-challenge from practice, and the importance of engaging in Kindergarten Teachers narratives on past history to understand the meaning behind narratives being told about challenges in the present. Keywords: Narratives, Meaning, Challenges, Kindergarten Teachers

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