叙事探究:挪威幼儿园(波兰)看护人复述与再体验的舞台

Alicja R. Sadownik
{"title":"叙事探究:挪威幼儿园(波兰)看护人复述与再体验的舞台","authors":"Alicja R. Sadownik","doi":"10.7577/njcie.4503","DOIUrl":null,"url":null,"abstract":"This study shows how conducting a narrative inquiry with migrant parents not only serves as a means of collecting their experiences of kindergarten services but also opens up a communicative space that allows for engagement with stories different from one’s own, and thus allows for the re-experiencing of the services provided. The presented re-experiences were ultimately found to be necessary for the participating parents to understand the values and knowledge underpinning kindergarten practices and routines, and thus to engage meaningfully and authentically with kindergartens. In the material presented, re-experiencing comprises the process of relating to the retold narrative’s temporality and sociality, which are oriented toward facilitating engagement with other people’s stories, as well as with one’s own and others from the past. The conclusion drawn was that the communicative spaces created through narrative inquiry have the potential to support kindergarten’s work in enhancing authentic partnerships with (particularly migrant) parents and addressing the democratic deficit in the involvement of (migrant) parents. Diverse ways of using narrative inquiry as facilitating parental engagement in the synergy between academia and the early childhood education sector are also reviewed.","PeriodicalId":161134,"journal":{"name":"Nordic Journal of Comparative and International Education (NJCIE)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Narrative Inquiry as an Arena for (Polish) Caregivers’ Retelling and Re-experiencing of Norwegian Kindergarten\",\"authors\":\"Alicja R. Sadownik\",\"doi\":\"10.7577/njcie.4503\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study shows how conducting a narrative inquiry with migrant parents not only serves as a means of collecting their experiences of kindergarten services but also opens up a communicative space that allows for engagement with stories different from one’s own, and thus allows for the re-experiencing of the services provided. The presented re-experiences were ultimately found to be necessary for the participating parents to understand the values and knowledge underpinning kindergarten practices and routines, and thus to engage meaningfully and authentically with kindergartens. In the material presented, re-experiencing comprises the process of relating to the retold narrative’s temporality and sociality, which are oriented toward facilitating engagement with other people’s stories, as well as with one’s own and others from the past. The conclusion drawn was that the communicative spaces created through narrative inquiry have the potential to support kindergarten’s work in enhancing authentic partnerships with (particularly migrant) parents and addressing the democratic deficit in the involvement of (migrant) parents. Diverse ways of using narrative inquiry as facilitating parental engagement in the synergy between academia and the early childhood education sector are also reviewed.\",\"PeriodicalId\":161134,\"journal\":{\"name\":\"Nordic Journal of Comparative and International Education (NJCIE)\",\"volume\":\"96 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nordic Journal of Comparative and International Education (NJCIE)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7577/njcie.4503\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nordic Journal of Comparative and International Education (NJCIE)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7577/njcie.4503","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2

摘要

本研究表明,对移民父母进行叙事调查不仅可以作为收集他们对幼儿园服务体验的一种手段,还可以开辟一个交流空间,允许参与与自己不同的故事,从而允许重新体验所提供的服务。最终发现,参与的家长需要通过这些重新体验来理解幼儿园实践和日常的价值观和知识,从而有意义和真实地参与到幼儿园中。在所呈现的材料中,再体验包括与复述叙事的时间性和社会性相关的过程,这是为了促进与他人故事的接触,以及与自己和过去的其他人的故事的接触。得出的结论是,通过叙事探究创造的交流空间有可能支持幼儿园在加强与(特别是移民)父母的真实伙伴关系方面的工作,并解决(移民)父母参与中的民主赤字。使用叙事调查促进家长参与学术界和幼儿教育部门之间的协同作用的不同方式也进行了审查。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Narrative Inquiry as an Arena for (Polish) Caregivers’ Retelling and Re-experiencing of Norwegian Kindergarten
This study shows how conducting a narrative inquiry with migrant parents not only serves as a means of collecting their experiences of kindergarten services but also opens up a communicative space that allows for engagement with stories different from one’s own, and thus allows for the re-experiencing of the services provided. The presented re-experiences were ultimately found to be necessary for the participating parents to understand the values and knowledge underpinning kindergarten practices and routines, and thus to engage meaningfully and authentically with kindergartens. In the material presented, re-experiencing comprises the process of relating to the retold narrative’s temporality and sociality, which are oriented toward facilitating engagement with other people’s stories, as well as with one’s own and others from the past. The conclusion drawn was that the communicative spaces created through narrative inquiry have the potential to support kindergarten’s work in enhancing authentic partnerships with (particularly migrant) parents and addressing the democratic deficit in the involvement of (migrant) parents. Diverse ways of using narrative inquiry as facilitating parental engagement in the synergy between academia and the early childhood education sector are also reviewed.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信