1 Lecture 2 Narrative Inquiry of Identity Construction of Teachers & Students EDM 6402 Qualitative...

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EDM 6402Qualitative Methods in Educational Research

Lecture 2Lecture 2

Narrative InquiryNarrative Inquiry of Identity Construction of of Identity Construction of

Teachers & StudentsTeachers & Students

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教會考班妻稱壓力大名校教師跳樓亡

二零零六年一月五目蘋果日報

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疑因工作壓力四日釀兩悲劇

又有教師跳樓亡

二零零六年一月八目蘋果日報

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羅范椒芬心太冷「如果係，點解淨係兩位老師呢？」否認教師自殺與教改有關

二零零六年一月十目蘋果日報

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Why they narrate their lives to death?

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• In Oxford English Dictionary, narrative as a noun means– An account of a series of events, facts, etc., given

in order and with the establishing of connections between them; a narration, a story.

– The practice or art of narrative; narrated material.

Meaning of Narrative

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• Lawrence Stone defines narrative as "the organization of material in a chronologically sequential order and the focusing of the content into a single coherent story, albeit with sub-plots." (Stone, 1979, p. 3)

Meaning of Narrative

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• The universality of narrative– “Man is in his actions and practice …essentially a

story-telling animal.” (MacIntyre, 2007, p. 216) – Alasdair MacIntyre contends that we understand

“human action as enacted narratives. …We render the actions of others intelligible in this way because action itself has a basically historical character. It is because we all live out narrative in our lives and because we understand our own lives in terms of the narratives that we live out that the form of narrative is appropriate for understanding the actions of others. Stories are lived before they are told.” (MacIntyre, 2007, p. 211-212)

Narrative as Universal Device & Meta-Code in Human Meaning-making Process

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• Barbara Hardy indicates that "we dream in narrative, day-dream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate and love by narrative." (Hardy, 1968, p.5)

Narrative as Universal Device and Meta-Code in Human Meaning-making

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• Jerome Bruner signifies that narrative construal of reality is universal in human cogitation. "We live in a sea of stories, and like the fish who (according to the proverb) will be the last to discover water, we have our own difficulties grasping what it is like to swim in stories. It is not that we lack competence in creating our narrative account of reality — far from it. We are, if anything, too expert. Our problem, rather, is achieving consciousness of what we so easily do automatically. (Bruner, 1996, 147)


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• Hayden White underlines that "to raise the question of the nature of narrative is to invite reflection on the very nature of culture and, possibly, even on the nature humanity itself. So natural is the impulse to narrate, so inevitable is the form of narrative for any report on the way things really happened, that narrativity could appear problematical only in a culture in which it was absent. …This suggests that far from being one code among many that a culture may utilize for endowing experience with meaning, narrative is a meta-code, a human universal on the basis of which transcultural messages about the nature of a shared reality can be transmitted." (White, 1987, p.1)


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• Barbara Czarniawska's conception: "A narrative, in its basic form, requires at least three elements: an original state of affairs, an action or an event, and the consequent state of affairs." In order to have these three elements "become a narrative, they require a plot, that is, some way to bring them into a meaningful whole. The easiest way to do this is by introducing chronology (and then …), which in the mind of the reader easily turns into causality (as a result of, in spite of). (Czarniawska, 1998, p. 2)

The Structure of Narrative: The Content of the Form

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• Hayden White's conception of narrative

White defines narrative as one form of representations of historical data, which consists of the following elements– A list of events ordered in chronological sequence, i.e. an

annal.– A central subject, such as an individual, a state, a nation, an

ethnic group, a religion, a university, etc., i.e. a chronicle.– The plot, which is “a structure of relationships by which the

events contained in the account are endowed with a meaning by being identified as parts of an integrated whole.” (P.9) “The plot of a narrative imposes a meaning on the events that make up its story level by revealing at the end a structure that was immanent in the events all along.” (p.20)


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• Hayden White's conception of narrative

White defines narrative as one form of representations of historical data, which consists of the following elements– The closure, which usually implies moral meaning

“A proper historical narrative … achieves narrative fullness by explicitly invoking the idea of a social system to serve as a fixed reference point by which the flow of ephemeral events can be endowed with specifically moral meaning. … (Hence), the chronicle must approach the form of an allegory, moral or analogical as the case may be, in order to achieve both narrativity and historicality.” (p. 22)


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Life as Narrative I: Paul Rcoeur's Conception of Narrative Identity

(1913-2005)

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• Among all the objects in the world that we humans try to assign meanings to, the ways we impute meanings to our own lives and our own selves are perhaps the most significant topic that qualitative researchers should inquire. Paul Ricoeur contends that we make sense of our lives by narrative. More specifically, we make sense of ourselves by emploting our own experiences, i.e. events happen to us and actions undertaken by us, into a coherent whole.


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• Life in quest of narrative – ‘A life is no more than a biological phenomenon as

long as it has not been interpreted.’ (Ricouer, 1991a, p.27-28) This interpretive "mediation between man and himself" in Ricouer's terms is the process of "self-understanding." (p. 27)

– In Bruner’s conception this self narrative is a form of self reflexion. "The story of one's own life is, of course, a privileged but troubled narrative in the sense that it is reflexive: the narrator and the central figure in the narrative are the same. This reflexivity create dilemma." (Bruner, 1987, p.13)

Life as Narrative I: Paul Rcoeur's Concept of Narrative Identity

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• Life in quest of narrative – Emplotment: One of the cogitation devices we

employ for self mediation and self reflexion is emplotment. Emplotment can broadly be defined as “the operation of ...a synthesis of heterogeneous elements.” (Ricoeur, 1991a, p.21) These syntheses of heterogeneous elements can be include:

• Synthesizing multiple incidents and events into a story • Synthesizing discordance into concordance• Synthesizing flows of time into permanence in time or

temporal succession into temporal closure or even totality


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• Life in quest of narrative – Symbolic mediation: Another self-narrating device

employed to make sense of our life is symbolic mediation, i.e. attributing meaning or even significance and essentiality to living experiences, life partners and the life-world.


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• Life in quest of narrative – Narrative identity: It is by means of these acts of

emplotment and symbolic mediation that man finds and found his own identity. Hence, it constitutes a narrative identity.

“I am stressing the expression ‘narrative identity’ for what we call subjectivity is neither an incoherent series of events nor an immutable substantiality, impervious to evolution. This is precisely the sort of identity which narrative composition alone can create through its dynamism.” (1991a, p. 32)


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• Life in quest of narrative – Construction of the central figures of our own

story into heroes: "It is in this way that we learn to become the narrator and the hero of our own story, without actually becoming the author of our own life. It is true that life is lived and that stories are told. An unbridgeable difference does remain, but this difference is partially abolished by our power of applying to ourselves the plots that we have received from our culture and of trying on the different roles assumed by the favourite characters of the stories most dear to us.’ (1991a, p.32-33)


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• The concept of narrative identity– "The concept of narrative identity …(refers to) the

kind of identity that human being acquire through the mediation of the narrative function." (1991b, p.188)

– Fundamental distinction of the concept of identity:• Identity as selfhood (ipse)• Identity as sameness (idem)


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• The concept of narrative identity– Identity as sameness

• Identity as sameness refers to two or more occurrences of things are one single and same thing.

• Identity as sameness refers to two or more occurrences of things are similar, i.e. bearing great resemblance and constituting of no difference.

• Identity as sameness refers to “the uninterrupted continuity in the development of a being.

• Identity as sameness refers to permanence in time. “All phenomena contain something permanent (substance) when considered as the object itself, and something changing, when considered as a simple determination of this object, that is to say as a mode of existence of the objects” (Kant, quoted in Ricoeur, 1991b, p. 190)


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• The concept of narrative identity– Identity as selfhood

• As the concept of identity is interpreted as selfhood, we take “identity as uniqueness” or even “as an irreplaceable person.” (Ricoeur, 1991b, p, 190) It basically replaces a epistemological question of sameness with an ontological question of selfhood.

• “I here agree with Heidegger that the question of selfhood belongs to the sphere of problems relating to the kind of entity that he calls Dasiein (Being-there) and which he characterizes by the capacity to question itself as to its own way of being and thus to relate itself to being qua being. …In this sense, selfhood is one of the existentials which belong to the mode of being of Dasein.” (199


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• The concept of narrative identity– Identity as selfhood

• Ricoeur suggests that if identity as sameness is construed as something “permanence”, while identity as selfhood is construed as irreplaceable and permanent existence (i.e. being qua being and Being-there), then he underlines that “having said that, "the self intersects with the same at one precise point: permanence in time.” (p.192)

• It is through narrative, its emplotment and self mediation that the sameness-identity and the selfhood-identity can come to associate with each other on the ground of permanence in time. This permanence can be ‘coherence of life’ ‘narrative unity’, ‘durable properties of a character’, and a ‘discordant concordance’. (1991b, p. 195)


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• Forms of self-narrative– Jerome Bruner underlines that "stories are about

the vicissitudes of human intention." (Bruner, 1987, p.18) Accordingly, "story structure (especially self narrative) is …composed of …an Agent, an Action, a Goal, a Setting, an Instrument — and Trouble. Trouble is what drives the drama, and it is generated by a mismatch between two or more of the five constituents." (p. 18)

Life as Narrative II: Jerome Bruners' Concept of Genre in Self-Narrative

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• Forms of self-narrative– It is Bruner's conception of agent and agency in

one's self-narrative that resonate Ricoeur's suggestion that the narrator has become the hero of one' own storyline.

• The agent is the "empowered protagonist" (p. 19), i.e. the leading character in a story who can alter course of events, achieve the Goal by making full us of the Instrument and the Setting, in the process overcome the Troubles, and to provide the story with a coherent or even happy ending.

• The agency is therefore referring to the project of actions deliberately and heroically taken by the agent in the storyline.


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• Forms of self-narrative– The theme and genre of the self-narrative:

• Bruner indicates that if events and the plots are the sequenced discourse of the storyline, the self narrative should then require a "timeless theme." By timeless theme, Bruner refers to "the transcendent plight that a story is about," (p. 17) such as the thwarted ambition, uncompromising strive, committed pilgrimage, etc. that we assigned to the course of our lives.


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• Forms of self-narrative– The theme and genre of the self-narrative:

• In the structure of narrative, genre can be construed as the meaning implied in the coherent whole of the narrative. Genre in historical representations, as suggested by Hayden White, can be categorized into Romance, Tragedy, Comedy, and Satire. (White, 1973) While Bruner citing Northrop Frye's claims that there are only four genres at work in literary theory, namely tragedy, comedy, romance, and irony. (Bruner, 1996, p. 95) In short, in the quest of a narrative for one's live, one final question a self-narrator must face is that "what genre is it fitted." (p. 18)


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• As a historical sociologist Margaret Somers applies Hayden White's conception of narrative to the study of the constitution of social identity, which should be distinguished from the constitution of self-identity that has been explicated so far in Section B above.

Social identity as Narrative: Margaret Somers' Relational and Network Approach

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• Sameness and distinctiveness in social identity: By applying the dilemma between sameness and selfhood formulated by Ricoeur to the understanding of self identity, social identity can then be understood as the narrative that individuals construct for themselves in dealing with membership and sense of belonging within and among social groupings and categories.


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• Samensss and distinctiveness in social identity:– Narrative of sameness: In order to identify with a social

grouping, a person must attribute at least one similar characteristic that both she and other members of the social grouping shared. Somers illustrated in her historical sociological studies that in order to construct the identity of a social class or the citizenship of a nation-state, the social narrative that members of the social class or nation-state in question must build or forge is that there is a common situation and a common course shared by members of that social community.


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• Samensss and distinctiveness in social identity:– Narrative of distinctiveness: At the same time, members of

the same social community must attribute distinct differences that they do not share with members of other social groupings. In the case of members of the working class in the nineteenth century, they could have narrated their distinct differences or even antagonistic relation with the capitalist class as the Karl Marx himself narrated.


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• The concept of social narrativity Social narrativity is “concepts of social

epistemology and social ontology. (It)… posits through narrativity that we come to know, understand, and make sense of the social world, and through which we constitute our social identity. It matters… that we come to be (usually unconsciously) who we are (however ephemeral, multiple, and changing) by our locations in social narrative and networks that rarely of our own making.” (Somers, 1994, p.58-59)


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• The concept of social narrativity– Four dimensions of narrativity

• Ontological narratives: Ontological narratives "are the stories that social actions use to make sense of ― indeed, in order to act in ― their lives. Ontological narratives are used to define who we are; this in turn is a precondition for knowing what to do. This 'doing' will in turn produce new narrative and hence new action; the relationship between narrative and ontology is processual and mutually constitutive." (Somers, 1994, p. 61)


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• Public narratives: Public narrative are those narratives attached to cultural and institutional formations larger than the single individual, to intersubjective networks or institutions, however, local or grand, micro or macro ― stories about American social mobility, the 'freeborn Englishman,' the working-class hero, and so on. Public narratives range from the narratives of one's family, to those of the workplace (organizational myth), church, government, and nation." (p. 62)


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• Conceptual narrativity: "These are the concepts and explanations that we construct as social researchers. Because neither social action nor institution-building is produced solely through ontological and public narratives, our concepts and explanations must include the factors we call social forces ― market patterns, institutional practices, organizational constraints.


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• Metanarrativity: It "refers to the 'master-narratives' in which we are embedded as contemporary actors in history and as social scientists. …These narratives can be the epic dramas of our time: Capitalism versus Communism, the Individual versus Society, and Barbarism/Nature versus Civility. They may also be progressive narratives of teleological unfolding: Marxism and the triumph of Class Struggle, Liberalism and the triumph of Liberty, the Rise of Nationalism, or of Islam." (p. 63)


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• The concept of social narrativity– Component of social narrativity

• Relationality of parts

• Selective appropriation

• Temporality, sequence and places,

• Causal emplotment


Ulrich Beck’s Theory of Individualization: Ulrich Beck’s Theory of Individualization: Bridging the Subjective with Objectivity In Bridging the Subjective with Objectivity In Identity ConstructionIdentity Construction

(1944-

Ulrich Beck’s Theory of Individualization: Ulrich Beck’s Theory of Individualization: Bridging the Subjective with Objectivity In Bridging the Subjective with Objectivity In Identity ConstructionIdentity Construction

• The process of individualization The process of individualization – ““Modernization does not just lead to the formation of a Modernization does not just lead to the formation of a

centalized state power, to concentrations of capital and centalized state power, to concentrations of capital and to an ever more tightly woven web of division of labor to an ever more tightly woven web of division of labor and market relationship, to mobility and mass and market relationship, to mobility and mass consumption, and so on. It also leads …to consumption, and so on. It also leads …to a triple a triple ‘individualization’‘individualization’: disembedding, removal from : disembedding, removal from historically prescribed social forms and commitments in historically prescribed social forms and commitments in the sense of traditional contexts of dominance and the sense of traditional contexts of dominance and support (the ‘liberating dimension’); the loss of support (the ‘liberating dimension’); the loss of traditional security with respect to practical knowledge, traditional security with respect to practical knowledge, faith and guiding norms (the ‘disenchantment faith and guiding norms (the ‘disenchantment dimension’); and …re-embedding, a new type of social dimension’); and …re-embedding, a new type of social commitment (the ‘control’ or ‘reintegration dimension’). commitment (the ‘control’ or ‘reintegration dimension’). (Beck, 1992, p. 128)(Beck, 1992, p. 128)

Ulrich Beck’s Theory of Individualization:Ulrich Beck’s Theory of Individualization:

• The process of individualization The process of individualization

Life Situation (objectivity)

Consciousness/ Identity

(subjectivity)

Liberation (Disembedment)

Loss of Stability

Reintegration(Re-embedment)


• The process of individualization The process of individualization – Beck’s definition of individualization: “‘Individualization’

means, first, the disembedding and, second, the ‘re-embedding’ of industrial society ways of life by new ones, in which the individuals must produce, stage and cobble together their biographies themselves. Thus the name ‘individualization’, disembedding and re-embedding …do not occur by chance, nor individually, nor voluntarily, nor through diverse types of historical conditions, but rather all at once and under the general conditions of the welfare in developed industrial labour society, as they have developed since the 1960s in many Western industrial countries.” (Beck, 1994, p.13)


• The process of individualization The process of individualization – Zygmunt Bauman’s definition of individualization:

“’Individualization’ consists of transforming human ‘identity’ from a ‘given’ into a task and changing the actors with the responsibility for performing that task and for the consequences (also the side-effects) of their performance. ….Human being are no more ‘born into’ their identities. … Needing to become what one is the feature of modern living - and of this living alone. …Modernity replaces the heteronomic determination of social standing with compulsive and obligatory self-determination.” (Bauman, 2000, p. 31-2)


• The process of individualization The process of individualization – Institutionalized ‘beds’ - identity bases - for the re-

embedment of modern individuals• ‘Beds’ in capital market, e.g. occupations,

professions, social-class positions, etc.• ‘Beds’ in institution of marriage and family, husband,

wife, father, mother, etc.• ‘Beds’ in modern political arenas, e.g. citizens,

members of new social movements, such as environmentalists, feminist, anti-gloabizationists, etc


• Individualization in Information AgeIndividualization in Information Age– ““What distinguished the ‘individualization’ of yore from What distinguished the ‘individualization’ of yore from

the form it has taken in ‘risk society’ …. No ‘beds’ are the form it has taken in ‘risk society’ …. No ‘beds’ are furnished for ‘re-embedding’, and such beds as might be furnished for ‘re-embedding’, and such beds as might be postulated and pursued prove fragile and often vanish postulated and pursued prove fragile and often vanish before the work of ‘re-embeddment’ is complete. There before the work of ‘re-embeddment’ is complete. There are rather ‘are rather ‘musical chairsmusical chairs’ of various size and style as ’ of various size and style as well as of changing numbers and positions, which well as of changing numbers and positions, which prompt men and women to be constantly on the move prompt men and women to be constantly on the move and promise no ‘fulfilment’, no rest and no satisfaction and promise no ‘fulfilment’, no rest and no satisfaction of ‘arriving’, of rearching the final destination, where one of ‘arriving’, of rearching the final destination, where one can disarm, relax and stop worrying.” (Bauman, 2000, p. can disarm, relax and stop worrying.” (Bauman, 2000, p. 33-34)33-34)


• Individualization in Information AgeIndividualization in Information Age– The rise of The rise of networked individualismnetworked individualism and and cyber-cyber-

balkanizationbalkanization

“ “Networked individualism is a social pattern, not a Networked individualism is a social pattern, not a collection of isolated individuals. Rather, individuals collection of isolated individuals. Rather, individuals build their networks, on-line and off-line, on the basis of build their networks, on-line and off-line, on the basis of their interests, values, affinities, and projects.” (Castells, their interests, values, affinities, and projects.” (Castells, 2001, p. 131)2001, p. 131)

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• Application of Anthony Giddens' concept of Self-identity– Giddens defines “self as reflexively understood by

the person in terms of her or his biography.” (Giddens’ 1991, p. 53)

– Identity, according to Giddens, indicates a person’s sense of “continuity across time and space.” (ibid)

Narrative Identities of UK Teachers in Education Reforms: Peter Woods et al.

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• Application of Anthony Giddens' concept of Self-identity– Self-identity, therefore, can be defined as a sense of

“continuity as interpreted reflexively by the agent.” (ibid) More specifically, a person with a reasonably stable sense of self-identity is, therefore, the one with “the capacity to keep a particular narrative going. The individual’s biography, if she is to maintain regular interaction with others in the day-to-day world, cannot be wholly fictive. It must continually integrate events which occur in the external world, and sort them out into ongoing ‘story’ about the self.” (Giddens, 1991, p. 54) In short, self-identity can be discerned as coherent and continuous narrative one imputed to oneself.

Narrative Identities of UK Teachers in Education Reforms

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• Application of concept of Self-identity– Constituents of self-identity: A stable self-identity,

i.e. coherent and continuous self narrative, would compose the following attributes

• Ontological security: “A stable sense of self-identity presupposes the … elements of ontological security - an acceptance of the things and of others.” (ibid) The sense of ontological security implies that a person has to extend beyond self-reflexion and connects to her or his environments, both physical and social. In turn, it will generate both sense of trust and bondage with the physical and social environments.


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• Application of concept of Self-identity– Constituents of self-identity:

• Trust: Trust can be construed as the confidences and expectations that a person invested on particular relationships with social and physical environments. It is generally evolved from the positive feedbacks obtained by the person in the particular relationships.

• Bondage: As the positive feedback generated from a relationship with a human aggregate accumulated, the person involved will develop strong sense of belonging to it and in turn constitute a social bondage. As a result, a “social identity” develops.


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• Education reform as change in conceptual, public and self identity of teachers– Teachers' Plowden identity (1970s and 1980s)

• Powden Report (Central Advisory Council for Education In English, 1967) is an education Reform blueprint passed and implemented by the Labour government at the end of the 1960s.

• The Report embodied most of the education ideas, values and practices of a child-centred, humanistic and egalitarian schooling system (Carlye and Woods, 2002, p. 138-139)


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• Education reform as change in conceptual, public and self identity of teachers– The Ofsed's identity

• Ofsed (Office for Standards in Education) was the administrative arm set up by the Conservative government in 1992 as part of the liberalitarian education reform initiated by Margaret Thatcher's and her government since 1988.

• Ofsed embodied the education values and practices of an output-based, managerial-standardized and market-driven schooling system (Carlye and Woods, 2002, p. 138-139)


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• Education reform as change in conceptual, public and self identity of teachers– Caught between the Powden self-identity and the

Ofsed public or even meta-narrative, English teachers experienced discontinuity and incoherence in the narratives of their professional-teacher identity.


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• The loss of emotional security– Loss of emotional skills: Inability of delivering

emotional services of understanding and empathy, motivation and encouragement, …

– Loss of emotion regulation: Inability of controlling, regulating and recovering from emotional stress

– Loss of positive emotional experiences: Deprived of heart-lifting and satisfying experiences in teaching

– Emotional estrangement: Fall into emotional traps of indifference and apathy


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• Feeling of betrayal – “Betrayal is the intentional or unintentional breach

of trust or the perception of such a breach.” (Hargreaves, 2002, p. 397)

– Interpersonal betrayal: It refers to a breach of trust by partners in a human encounter. As in the case of teaching, teachers may feel betrayed by students, co-teachers, school administration, and/or the government and its policy


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• Feeling of betrayal – Self betrayal: It refers to a breach of trust on one’s

self-identity and/or a breach of a fundamental value one cherished

• Guilt is a form of self betrayal of some normative codes one identified with.

“Guilt is anxiety produced by the fear of transgression: where the thoughts of activities of the individual do not match up to expectations of a normative sort.” (Giddens, 1991, p. 64)


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• Feeling of betrayal – Self betrayal: It refers to a breach of trust on one’s

self-identity and/or a breach of a fundamental value one cherished

• Shame is another form of self betrayal, which upsets the status quo of the self and/or disrupts the coherent narrative of one’s identity.

“Shame bears directly on self-identity because it is essentially anxiety about the adequacy of the narrative by means of which the individual sustains a coherent biography.” (Giddens, 1991, p. 65)


Phenomenological conceptual framework of meaning

The subject

Intentional object

Intentional-Act

Stream of consciousnessIntentionality

Reproduction, Retention, Perception

Internal time consciousnessDurée

BehaviorAttitude-taking Act

ActionAnticipation & fulfillment Meaning-context

of unity and continuity

Meaning-context of unity and continuity

Hierarchy

Embedded and EmbodiedBeing

Conceptual Framework of Narrative-Identity Construction

The subject

Intentional object

Intentional-Act

Stream of consciousnessIntentionality

Reproduction, Retention, Perception

Internal time consciousnessDurée

BehaviorAttitude-taking Act

ActionAnticipation & fulfillment Meaning-context

of unity and continuity

Meaning-context of unity and continuity

Hierarchy

Self-Identity(Coherence & Continuity)

Social-Identity(Role-Performance)

Social-Identity(Group-Affiliation)

Agent, Hero,Central Figure

Narrator Author

Selective appropriation of Events

Chronologies

Causal emplotments

Symbolic mediation

Genre

Closure with moral lesson

Disembeddments Re-embeddments

Historical & Social

Relationality

Historical & Social

Relationality

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Why they narrate their lives to death?

You have the right approach, but you never could have known the answer.

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【本報訊】兩名教師今年初因受不住教育改革壓力而輕生，教育統籌局委派專家檢討教師壓力的報告昨日終於完成，該官方報告臚列出教師壓力五大來源，當中確定連串教育改革和殺校為教師帶來壓力。局長李國章昨日則多番稱教師仍是支持教改，被教育界批評是斷章取義。「教師工作」委員會主席高彥鳴昨日將總結報告交予李國章，報告指教師壓力來源依次是學生、家長及社會人士等、教育改革等變革、學校管理和考核。

專家報告：教改帶來教師壓力

2006 年 12 月 20日蘋果日報

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Lecture 3Lecture 3Narrative Inquiry Narrative Inquiry

& Identity Construction of Teachers & Students& Identity Construction of Teachers & Students

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