The Truth about Stories: A Native Narrative

Teuton, Chris; King, Thomas

doi:10.2307/40159273

Cited by 179 publications

(43 citation statements)

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“…This line of questioning shows the teacher the meaninglessness of some of their practices, and encourages them to change their underlying motivations, which include their beliefs about education. This kind of change is fundamental in in-service teacher education, because, in the words of King (2003), "we live stories that give our life meaning or negate it with meaninglessness. If we change the stories we live by, quite possibly we change our lives" (2003, p. 153).…”

Section: Structure Of Photo-elicitation Sessions Aimed At Revealing C...mentioning

confidence: 99%

Photographic Elicitation and Narration in Teachers Education and Development

2023

Teacher Education, Learning Innovation and Accountability

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This book series offers research-informed discussion and analysis of teacher preparation, certification and continuing professional learning and the related practice and policy drivers for change and reform. The series fosters and disseminates research about teaching as a profession of choice while offering a unique link to the realities of pre-service experience in workforce preparation. It takes account of research on teacher formation that opens up issues not routinely connected: what teachers need to know and be able to do, and who they are, namely the person of the teacher and their capabilities in contributing to students' personal development and wellbeing. This goal provides a current, practical and international view of the future of initial teacher education programs.

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Section: Structure Of Photo-elicitation Sessions Aimed At Revealing C...mentioning

confidence: 99%

Photographic Elicitation and Narration in Teachers Education and Development

2023

Teacher Education, Learning Innovation and Accountability

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“…In the words of Indigenous author Thomas King, "The truth about stories is, that's all we are" (King 2005). In that spirit, we would like to share a story to help set the intention of this paper, drawing on the story's metaphor to put concepts of collaboration, partnership, and equity into perspective.…”

Section: Introductionmentioning

confidence: 99%

Boundary spanners: a critical role for enduring collaborations between Indigenous communities and mainstream scientists

Hatch¹,

Parrish²,

Heppell³

et al. 2023

E&S

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The need to diversify science includes increasing both the diversity of science practitioners and the voices included in decision-making processes. Indigenous communities have been sought out to provide Indigenous knowledge to mainstream science research programs. As working across the mainstream science and community boundary is increasingly codified into the future of natural sciences, models for equitable collaboration and roles within project structures are needed. The goal of this project is to present a framework for collaboration between mainstream science and Indigenous communities. Specifically, we are addressing an underrecognized role central to partnership, a boundary spanner, who acts as the fulcrum facilitating collaboration. To better understand the role of boundary spanners in collaborative projects, we engaged six boundary spanners who participated in semi-structured interviews and workshops. Emergent common experiences and perspectives of how boundary spanners can be supported and their role in collaborative projects were defined and articulated. The boundary spanners identified 10 characteristics that contribute to equitable partnership between mainstream science and Indigenous communities. From the perspective of the boundary spanners, they detailed how collaborative projects can be structured to increase long-term partnerships and community support of research projects. Equitable collaboration between Indigenous communities and mainstream science is frequently only achieved when individuals at the interface of the mainstream science and Indigenous community have a high level of cultural competency. Equally important is the support provided to the boundary spanners and early engagement of partner Indigenous communities. Through the use of story and metaphor, we highlight the voices of boundary spanners and how their contributions can best be used.

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“…Regardless, as Cherokee scholar Thomas King (2005) has commented, "[o]nce a story is told, it cannot be called back. Once told, it is loose in the world" (p. 10).…”

Section: Stories and Whakapapamentioning

confidence: 99%

Ngā Manu ā Tāne – the stories of Māori doctoral students in Aotearoa: An ethnographic study

Funaki¹

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ABSTRACTKo te manu e kai ana i te miro, nōna te ngahere; Ko te manu e kai ana i te mātauranga, nōna te aoKo te manu e whakatinana ana i ērā mātauranga, nōna te whenua taurikura (Ratana, 2022). The bird that feeds on the miro berry can rule the forest The bird who feeds on knowledge can rule the worldThe bird who embodies that knowledge can be responsible for thriving homelandsPrevious studies show that Māori PhD students in Aotearoa face significant structural and systemic barriers during their doctoral studies, but little is known about how they meet and surmount those daily challenges. Through a Kaupapa Māori lens, which places Indigenous storytelling at the centre of inquiry, this study frames an explanation to the complex, relational spaces that Māori doctoral students grapple with in academia. Further, it provides insight into their everyday worlds as Indigenous scholars who are pioneering new forms of intellectual engagement inside the settler-colonial complex of the Aotearoa university system. This is a cross-sectional, ethnographic ‘day-in-the-life’ approach which captures not only the intellectual and cultural life-worlds, but the often silenced stories of a nationwide cohort of Māori doctoral students. Their micro-level experiences of entry into academic environments that marginalise Indigenous knowledges and realities are set against larger institutional, structural, and political factors. These influences have exerted a powerful impact on the degree of cultural and intellectual belonging that these Māori scholars have been able to establish within their academic departments. Kanohi-ki-te-kanohi (face-to-face/in-person), online, walk-along, and drive-along interviews were conducted with 30 Māori doctoral students and recent PhD graduates across Aotearoa. Observations were also carried out in their work and study locations, which included their homes, workplaces, university offices, and tribal communities. The participants’ accounts focused heavily on the lack of Māori representation at all levels of academia and the subsequent impact on their scholarly lives. For many students, limited access to Māori expertise, mentoring, supervision, and cultural validation heightened a profound sense of cultural dislocation and intellectual isolation. During these times, Ngā Manu (the collective name for participants in this study) also sharpened their determination to establish safe academic environments for the next generation of Māori scholars. Despite significant challenges, the participants also spoke of the everyday triumphs, the moments of recognition and shared purpose in the company of Māori PhD colleagues. In these cultural safe spaces, they shared moments of creativity, pleasure, and joy, as they established their own unique academic selfhoods, which they saw both as a legacy for Māori who would follow after them into the academic world, and a means of ‘speaking back’ to the racialised silences of the ivory tower. Keywords: Māori, Indigenous, doctoral/PhD students, storytelling, whakapapa, university, higher education, Kaupapa Māori, identity, belonging

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The Truth about Stories: A Native Narrative

Cited by 179 publications

References 0 publications

Photographic Elicitation and Narration in Teachers Education and Development

Photographic Elicitation and Narration in Teachers Education and Development

Boundary spanners: a critical role for enduring collaborations between Indigenous communities and mainstream scientists

Ngā Manu ā Tāne – the stories of Māori doctoral students in Aotearoa: An ethnographic study

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