Narratives of change: the role of storytelling, artefacts and children’s literature in building communities of inquiry that care

McAdam, J. E. (2019) Narratives of change: the role of storytelling, artefacts and children’s literature in building communities of inquiry that care. Cambridge Journal of Education, 49(3), pp. 293-307. (doi: 10.1080/0305764X.2018.1524001)

Abstract

Xenophobic discourse surrounding migration, resulting in marginalisation of the other, is on the rise. This article tracks the formation of a professional community of teacher inquirers who wanted to challenge the prevalent negative discourse by generating narratives of change. Using narrative inquiry methods to capture ‘stories of experience’ told in response to artefacts of value, the community of inquiry revealed through their storytelling the value of excavating knowledge connected to language, culture and identity. This personal knowledge evoked care and empowered the teachers to confidently select and use children’s literature alongside creative response strategies to re-imagine their classrooms as spaces to welcome refugee and new-arrival children. The article argues that communities of inquiry provide potential ways forward for educators to pre-figure ‘an imperative of mutual care’.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: McAdam, Dr Julie
• Authors: McAdam, J. E.
• College/School: College of Social Sciences > School of Education > Creativity Culture and Faith; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: Cambridge Journal of Education
• Publisher: Taylor and Francis
• ISSN: 0305-764X
• ISSN (Online): 1469-3577
• Published Online: 13 October 2018
• Copyright Holders: Copyright © 2018 University of Cambridge, Faculty of Education
• First Published: First published in Cambridge Journal of Education 49:293-307
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher