Narrative Pedagogy
Learning and Narrative Pedagogy
Questions for discussion
Our main task for this chapter is two-fold: to clarify our definition of learning and to develop the theory of narrative pedagogy. For the former, we focused our conception of learning on human development including nurturing those qualities and virtues necessary for being and becoming more human. For latter, we propose a framework consisting of four elements: teacher’s identity and integrity in their authentic engagement, deep and caring relationship, respect and love in the broadest sense.
We also tried to illustrate the process of facilitating narrative learning by offering a spiral process of narrative stages and their relevance for learning and pedagogy. In terms of the nature of narrative learning, we pointed out that sometimes the focus of pedagogy can be transformative and at other times consolidatory. Narrative pedagogy respects these different movements in the individual’s narrative and learning journeys.
The case study of Jennie’s narrative journey prompted several questions which we ourselves have already raised and discussed. Other questions remain:
- Within the proposed framework for narrative pedagogy, what other elements we might have forgotten but that are crucial for the facilitation of learning?
- What are the situations where narrative pedagogy can apply?
- We re-introduced the notion of the ‘third voice’ which is crucial in enhancing each person’s understanding of themselves and developing their agency. How does narrative pedagogy encourage the ‘third voice’?
- The conversation between Scherto and Jennie happens in everyday life between friends and colleagues. Does it mean that anyone can facilitate narrative learning?
