Work transitions as told: a narrative approach to biographical learning

Hallqvist, Anders; Hydén, Lars–Christer

doi:10.1080/0158037x.2012.712037

Cited by 29 publications

(9 citation statements)

References 17 publications

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“…This meaningful literacy perspective diverges from other approaches to second language instruction in that evocative genres of writing (Park, , ) such as autobiographical writing and other reflexive writing are at the center of the instructional design. Self‐reflection by narrating life stories enhances learning, not merely the upshot of a learning process (Hallqvist & Hydén, ). Using her own poems to describe her significant memories as a Korean American teacher‐scholar, Park () exemplifies how autobiographical writing, particularly via poetry, can contribute to a theoretical understanding of an individual who went through the process of constant negotiation in many positions.…”

Section: Meaningful Literacymentioning

confidence: 99%

“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

Kim

Park

2019

TESOL Quarterly

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Through a qualitative analysis of one-on-one poetry workshops, this article explores ways in which a Korean American adult-Author 2 (Park)-develops translingual dispositions (Lu & Horner, 2013) and linguistic awareness of Korean. Situated within the translingualism literature (e.g., Canagarajah, 2017), sijo, a type of Korean poetry, became a conduit for gaining a greater insight into how meaningful literacy (Hanauer, 2012) can be enacted. The authors conceptualize the sijo composition session as a translanguaging event in that Park wrote autobiographical poems, employing multiple linguistic resources-English as an additional language and Korean as a heritage language. The analysis demonstrates that linguistic changes were frequently driven by Park's desire to communicate her message to achieve the convergence of linguistic and meaning negotiations. The findings explicate the continual process by which this translingual practice operates as recursive negotiations between language and meaning and between the two languages within the constraints of the sijo format. Those translingual negotiations became a conscious tool for self-expression as well as a valued tool for language development. The authors argue for the incorporation of poetry writing into second language teaching to enhance learners' understanding and expressions of personal and transnational experiences.

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Section: Meaningful Literacymentioning

confidence: 99%

“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

Kim

Park

2019

TESOL Quarterly

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“…The learning potential of work has been defined as learning opportunities afforded to employees at a workplace (Billett, 2001;Poell, Van Dam, & Van den Berg, 2004;Hallqvist & Hydén, 2013;Nikolova, Van Ruysseveldt, De Witte, & Syroit, 2014). Previous research has searched for learning potential in job transitions, experimentation and reflection, and interaction processes at work (Tynjälä, 2013), while early observations from the case studies directed our attention to learning potential that resides in networking struggles that, over time, may evolve into resource gains.…”

Section: Learning Potentialmentioning

confidence: 99%

From struggles to resource gains in interprofessional service networks: Key findings from a multiple case study

Toiviainen

Kira

2017

Journal of Interprofessional Care

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In interprofessional service networks, employees cross professional boundaries to collaborate with colleagues and clients with expertise and values different from their own. It can be a struggle to adopt shared work practices and deal with "multivoicedness." At the same time, networks allow members to engage in meaningful service provision, gain a broader understanding of the service provided, and obtain social support. Intertwined network struggles and resource gains have received limited attention in the interprofessional care literature to date. The aim of the study was to investigate the learning potential of the co-existing struggles and resource gains. This article reports findings from two interprofessional networks. Interviews were conducted with 19 employees and thematically analysed. Three types of struggles and six types of resource gains of networking were identified. The struggles relate, first, to the assumptions of networking following similar practices to those in a home organisation; second, to the challenges of dealing with the multivoicedness of networking; and, third, to the experienced gap between the networking ideals and the reality of cooperation. At the same time, the network members experience gains in emotional resources (e.g., stronger sense of meaningfulness at work), cognitive resources (e.g., understanding the customer needs from alternative perspectives), and social resources (e.g., being able to rely on other professionals' competence). Learning potential emerged from the dynamics between coexisting struggles and resource gains.

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“…Cada uno corresponde a un objetivo concreto de los planteados. El primero aplica el diseño habitual de la inves-tigación biográfica-narrativa (Charriéz, 2012;Hallqvist y Hyden, 2013;Gouthro, 2014;Duncan, 2015). En concreto, hemos optado por un estudio de caso múltiple, centrándonos en las historias de vida cruzadas, de tipo interpretativo, buscando cómo perciben y describen sus experiencias de vida en el MdR 5 de Respeto y en los módulos ordinarios.…”

Section: Métodounclassified