Reflection of readings:

Narrative inquiry: From Story to Method

The use of Narrative has changed and evolved with time.  I found Bruner’s (as cited in Barrett  Stauffer) views on narrative particularly interesting when he mentions the use of narrative in our legal system.  I had never considered the impact or use of narrative in the justice system.  I find it fascinating how the use of narrative in research methodology was dismissed for the longest time as invalid, yet narrative plays a vital role in what is arguably the foundation of our society, our justice system.

I agree with Clandinin and Connelly (as cited in Barrett & Stauffer 2009) who view true narrative as moving past accepting story and moving towards the root of the words and an understanding of the situation, the context and the overall interpretation of what is being said. With the shift from researchers being simple observers to being active participant a researcher is more able to be aware of the roots and context of narratives.  It is connecting research to the present rather than simply retelling the past.  As I read about this shift, I had the same concerns I am sure many have had.  Can a research be actively involved and not be bias in their interpretation or analysis?   Moving in this direction changes the purpose of the research.  I believe if the researcher become personally involved in the research, the purpose can no longer be to collect data to share with others for informational purposes without the obvious biases being present.  Instead, I believe that the research has moved to personal growth for the researcher as the text pointed out. 

I also agree with Barone’s ( as cited in Barrett & Stauffer) view of education needing to be more meaningful for students.  This acknowledges the role of the educator in the education experience.  An educator needs to be aware of their values and beliefs as this has a direct impact on the students they are teaching. Narrative can be an effective tool for reflecting on ones professional development and personal growth.

Classroom reflection July 4th:

I find it so interesting how we went around introducing ourselves and everyone is programmed over time to give their name and their program, however it was the simple act of choosing a picture that allowed us to get to know each other so much better and share more about ourselves so openly.

When Dr. Stuewe  said “We need to participate in each other’s stories.”   I thought to how often we are simple passive participants in each other’s stories and only engage in a few people’s stories. 

“We do not make it easy for students to be innovative by making it difficult for teachers to be innovative.” I love this!  In my experience teachers are being given access to technological tools to help students engage and learn, yet at the same time not being given any support and instruction on how to use it.
References:
M.S Barrett, S.L. Stauffer (eds.),(2009) Narrative Inquiry in Music Education,  Springer Science and Business Media B.V .  Retrieved from University of Calgary database.

Reflection of video:

An anthropological introduction to YouTube

The most important thing I believe we can pull away from these different mediums is that we are all connected.    The uses of things like YouTube can transcend cultures and countries.  It allows people the freedom to reach out and share ideas, or as the video put it to have a “stronger voice and presence.”  The classroom implications to these mediums are never ending.    The narratives that can be shared and explored can continue on passed the classroom, passed any regional boarders or cultures. Teachers can use YouTube or Skype to communicate with individuals or groups who they have never had access to in the past.   The main issue addressed in the video for me was the problem of authenticity, as anyone can be or say whatever they wish without much accountability.  I do feel the good out weights the bad and that there is a definite place for these tools in the classroom.