{"title":"The Curriculum of Joy","authors":"C. Leggo","doi":"10.4324/9780429025600-12","DOIUrl":"https://doi.org/10.4324/9780429025600-12","url":null,"abstract":"","PeriodicalId":406062,"journal":{"name":"Storying the World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130968485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Story Always Ends With Etc.","authors":"C. Leggo","doi":"10.4324/9780429025600-19","DOIUrl":"https://doi.org/10.4324/9780429025600-19","url":null,"abstract":"","PeriodicalId":406062,"journal":{"name":"Storying the World","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126279117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Challenging Hierarchy","authors":"C. Leggo","doi":"10.4324/9780429025600-5","DOIUrl":"https://doi.org/10.4324/9780429025600-5","url":null,"abstract":"Everybody involved in education is a potential educational leader. Consequently, leadership is everybody’s responsibility, either in a designated role of leadership or in supporting those in formal positions of leadership. This essay invites readers to consider the value of telling stories about our lived experiences with educational leadership. We as educators need to learn how to engage in dialogue with one another, how to support one another, and how to live creatively with one another. We need new stories, more complex, intricate, and eloquent narratives that conceive, compose, and imagine our relationships with one another. We need new myths or at least we need to engage in a process of constantly reviewing and revising the myths that we live by. Our lives in schools and outside schools are located (called together) in stories. So, in this essay, I offer a few stories from a long life of teaching, stories that I anticipate might raise questions for educators about how we compose and sustain more creative relationships among all of us in our different roles. I focus on heart, humility, health, and hope as four familiar concepts in teaching and learning in order to contribute to a conversation that is ongoing, always in process, and never definitive. As educators, we need to communicate, respond to, evaluate, and transform our stories by infusing our pedagogy with heart, humility, health, and hope. Our stories shape our identities, compose our relationships, and create possibilities for learning to live well with one another. Keywords: educational leadership; hierarchy; narrative","PeriodicalId":406062,"journal":{"name":"Storying the World","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128018111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Narrative Inquiry","authors":"C. Leggo","doi":"10.20360/G2SG6Q","DOIUrl":"https://doi.org/10.20360/G2SG6Q","url":null,"abstract":"At least once a year, I teach a graduate course titled Narrative Inquiry. At the beginning of the course I always inform students that they will not likely learn how to do narrative inquiry in the narrative inquiry course. Instead they will interrogate the strategies, purposes, practices, and challenges of narrative inquiry, and they will learn how complicated, even messy, the whole business of narrative inquiry really is. I organize the course around an investigation of three principal dynamics involved in narrative inquiry: story, interpretation, and discourse. I invite students to consider matters related to story and interpretation, but I encourage them especially to attend to the art of discourse.","PeriodicalId":406062,"journal":{"name":"Storying the World","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123560983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
求助内容：
应助结果提醒方式：