Using Stories to Reframe the Social Construction of Reality: A Trio of Activities

Abstract

This article first presents the theoretical grounding for both storytelling and the social construction of reality. A sequence of classroom-tested tools for combining stories with reality construction is then described. Two tools for framing reality are offered: One is an actual frame that students take out of the classroom to frame a scene in different ways; the other requires students to frame two different segments of a photographic advertisement. In both exercises, students tell (either orally or in writing) the two different stories (perceptions of reality) they discovered. The third activity involves requiring students to gather stories and then retell them to classmates from the original story-teller’s perspective thus experiencing the reality of the original teller as well as discovering what their storytelling partner heard. The article concludes with a discussion of student responses.

Conceptualizations of Female Empowerment and Enjoyment of Sexualized Characters in Reality Television

“…Thus, because we understand society in terms of both objective and subjective reality, television becomes an agent in our social construction of reality (Berger & Luckman, 1966). According to Morgan and Dennehy (2004), ''people see so-called objective reality through the lens of their own background, attitudes, values, beliefs, biases, heuristics, and stereotypes'' (p. 375). The question then becomes how and what types of discourse most influence the various objects in ''reality,'' such as views of gender, interpersonal interactions, and other social norms (see Allen & Waks, 1990;Mantcheva Sternadori, 2007, for social construction of reality and women's roles).…”

The Speed of Experience: The Co‐narrative Method in Experience Economy Education

“…However, a number of authors have concentrated how to use more open ended and emerging narratives in the management education context (e.g. Down and King, 1999;Gold and Holman, 2001;Morgan and Dennehy, 2004). It is within this emerging tradition that we position our proposed educational method.…”

A critical reflexive model: Working with life stories in health promotion education

“…Facilitating reflexive skills and critical thinking through sharing and deconstructing life stories means that there is a privileging of context and community rather than the more individualistic approaches of Western society; more attention is paid to the rich contributions of indigenous knowledge systems through personal storytelling; and the voices of students become part of the co-construction of knowledge. Stories are also viewed more practically in education as ideal vehicles for students to make learning meaningful, to retain concepts, to make better sense out of their observations, and to develop multiple perspectives rather than being stuck in the belief that their own views are the only and correct ones (Morgan and Dennehy 2004).…”