Ongoing Doctoral Study Process to Live by: A Narrative Inquiry into the Doctoral Identity Construction Experiences—A Chinese Case

Sun, Xiujuan; Trent, John Gilbert

doi:10.1007/s11516-020-0018-4

Cited by 5 publications

(3 citation statements)

References 47 publications

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“…In addition to study-abroad programs, there are many other English narrative inquiry studies contextualized in China. The main topics that stand out are: (1) teachers' identity construction (e.g., He, 2002;Liu and Xu, 2011;Jiang et al, 2013;Liu, 2014;Yuan and Lee, 2016;Ye and Edwards, 2017;Zhu, 2017;Leigh, 2019;Sun and Trent, 2020;Teng, 2020;Zhu et al, 2020;Ding and Curtis, 2021;Li, 2022), (2) school-base leadership (e.g., Wei and Xing, 2022), and (3) teacher knowledge (e.g., Xu and Liu, 2009;Chen et al, 2017). Teachers' identity construction is the most popular topic.…”

Section: English Literature On Narrative Inquiry Contextualized In Chinamentioning

confidence: 99%

Narrative inquiry in China

Xu,

Connelly,

Chi

2024

Front. Educ.

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Narrative inquiry has been widely used in different disciplines around the world. In this article, we focus on narrative inquiry in China where we start by retelling our first close contact with narrative researchers in China in 2007 when Professor Gang Ding at East China Normal University invited leading Chinese researchers to a three-day narrative inquiry workshop co-planned with us (Connelly and Xu). Second, we review narrative studies published in Chinese to demonstrate how widely narrative inquiry has been adopted in educational studies in the country in the past two decades by Chinese university researchers, graduate students, and schoolteachers. Next, our review of English literature of narrative studies related to education in China has two important components: English literature on narrative inquiry contextualized in China and narrative inquiry for reciprocal learning in teacher education and school education between Canada and China. Both reveal how narrative inquiry has contributed to international cross-cultural educational studies related to Chinese contexts. Finally, in the “Discussion” section, we provide our interpretation of some current dialogs on narrative inquiry among Chinese educational researchers; for example, the differences between yanjiu 研究 (research) and tanjiu 探究 (inquiry). Some heated discussions surrounding narrative inquiry in China are also highlighted, including: (1) cultural complexities in narrative inquiry, (2) theoretical frameworks in narrative inquiry, (3) re-storying and fictionalization processes in narrative inquiry, and (4) ethical considerations in narrative inquiry. To conclude, with cases selected and elaborated from the Canada-China partnership, we demonstrate how narrative inquiry has enabled us to develop “reciprocal learning” as both a conceptual framework and a methodological approach to building a multidimensional bridge for reciprocal learning in education between the West and East. This Reciprocal Learning approach reflects our global comparative studies view that the path to global cross-cultural harmony and understanding lies with collaborative action plans among people of different cultures. Writing this article on narrative inquiry in China enabled us to reflect on and learn from narrative inquirers and researchers in China while sharing what we have done in our own narrative inquiry.

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Section: English Literature On Narrative Inquiry Contextualized In Chinamentioning

confidence: 99%

Narrative inquiry in China

Xu,

Connelly,

Chi

2024

Front. Educ.

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“…Green (2005) posits that doctoral study "is as much about identity formation as it is about knowledge production" (p. 153). Similarly, for Sun and Trent (2020) My identity trajectory was initially shaped by most recent experience working in Higher Education Institutions (HEIs) as an Initial Teacher Education lecturer. This meant that I had been involved in some research projects, although in a supportive and not a leading role.…”

Section: Chapter Summarymentioning

confidence: 99%

“…The second factor that impacted on my identity trajectory as a researcher was understanding how to enact my own agency, in contrast to Hopwood's observation that doctoral students are rarely seen as "agentically shaping their own learning, practices or wider social environments" (2010, p. 104). Sun and Trent (2020) consider that considering individual agency as a key construct a doctoral student can develop his or her own identity and therefore not be submissive to "disciplinary cultures, norms and practices" (Hopwood, 2010, p. 104). For me, this agency meant realising when I needed to ask for help, identifying gaps in my own knowledge and reaching out to academics in the field.…”

Section: My Research Identitymentioning

confidence: 99%

Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE

Brooks

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At a time of significant curriculum reform in Wales, this study sought to establish the perceptions of teachers of Welsh, English and international languages in secondary English-medium schools in Wales to the grouping of their languages into a curriculum area of Language, Literacy and Communication, an understanding of the challenges they are facing as well as their confidence in in the pedagogical practices needed to teach elements of What Matters statement 1: Languages connect us. The assumptions explored were that teachers of Welsh, English and international languages are having significant issues with teaching What Matters statement 1: Languages connect us, crosslinguistic influence between the languages taught in Wales is beneficial to pupils and teachers and exploiting this benefit requires new or different pedagogy. This vii 4.3 Part B: Quantitative Analysis 4.3.1 Statistical Analysis .

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Surfacing the conceptualizations of international PhD student agency: the necessity for an integrative research agenda

Sun

2023

High Educ

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Ongoing Doctoral Study Process to Live by: A Narrative Inquiry into the Doctoral Identity Construction Experiences—A Chinese Case

Cited by 5 publications

References 47 publications

Narrative inquiry in China

Narrative inquiry in China

Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE

Surfacing the conceptualizations of international PhD student agency: the necessity for an integrative research agenda

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