NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1101350
Record Type: Journal
Publication Date: 2016-Jun
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0018-1560
Linking Capabilities to Functionings: Adapting Narrative Forms from Role-Playing Games to Education
Cheville, R. Alan
Higher Education: The International Journal of Higher Education Research, v71 n6 p805-818 Jun 2016
This paper explores science, technology, engineering, and mathematics education in the context of inequality of opportunity by examining educational systems through two lenses: curricular mode and system scale. Curricular mode classifies learning experiences as addressing knowing, acting, or being, while system scale captures how learning experiences are aggregated into credentials. The paper argues that the curricular mode of being can be better implemented and credentialed within educational institutions if students learn to develop a self-narrative through navigating a multiplicity of learning experiences. Since narrative is implicit rather than explicit in existing university structures, the paper develops a speculative model based on role-playing games that integrates narrative and allows new forms of personalized credentials. The goal of the paper is to initiate a conversation around alternative curricular structures that allow emergent self-narratives within disciplinary structures.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A