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ERIC Number: EJ1003195
Record Type: Journal
Publication Date: 2013-Apr
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1368-4868
Scholarly Personal Narratives as a New Direction for the Scholarship of Teaching and Learning
Brookfield, Stephen
Teaching Theology & Religion, v16 n2 p127-128 Apr 2013
A powerful scholarship of teaching and learning may well be one of the best counters to the instrumentalist and reductionist impulses in the educational reform movement today. The author believes an opening exists in the conversation on the scholarship of teaching and learning that is mentioned only in passing by Killen and Gallagher. About a third of the way through the piece, they write "Memoir and tip sharing, while useful, do not fit general understandings of scholarship, though they are published and widely read." The author would like to argue that the first of these--memoir, story, and personal narrative--can indeed be a crucial element of the scholarship of teaching and learning. In recent years, Robert Nash has pioneered a form of doctoral dissertation he calls a Scholarly Personal Narrative or SPN (2004, 2011). An SPN places the writer's narrative of her experience as the content of the dissertation. The writer tells a story that she feels is rich with insight, and that can illuminate the complex dynamics behind the particular case studied. The typical narratives that SPNs document are activist attempts to fix a broken humanity. Although SPNs do deal with the kinds of technical problems emphasized by the Carnegie Foundation, these are always understood within the writer's broader story of civic and personal transformation. Narratives, theorized and generalized as they are shared, offer a powerful avenue for the scholarship of teaching and learning to have a dramatic impact on theological educators' practice.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A