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'Other' voices in education(re)stor(y)ing stories : stories as analytical tool /

Record Type:	Electronic resources : Monograph/item
Title/Author:	'Other' voices in educationedited by Carmen Blyth.
Reminder of title:	(re)stor(y)ing stories : stories as analytical tool /
other author:	Blyth, Maria Del Carmen.
Published:	Singapore :Springer Nature Singapore :2023.
Description:	xxii, 90 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Storytelling in education.
Online resource:	https://doi.org/10.1007/978-981-99-5495-7
ISBN:	9789819954957$q(electronic bk.)

'Other' voices in education(re)stor(y)ing stories : stories as analytical tool /
'Other' voices in education(re)stor(y)ing stories : stories as analytical tool /[electronic resource] :edited by Carmen Blyth. - Singapore :Springer Nature Singapore :2023. - xxii, 90 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-193X. - SpringerBriefs in education..

Foreword -- Introduction -- Wiradjuri Dictionary -- Chapter 1 Holding Together: Stories of Place & Land -- Chapter 2 Locating Cultures in Cityscapes: An Autoethnographic Reading of Sarah Macdonald's Holy Cow (2002) -- Chapter 3 Cornish: Can an Indigenous Language Become a Fixture in the Local Primary Curriculum? -- Chapter 4 Fictionality as a Mode of Vindication and Defiance in the Digital Era Narratives -- Chapter 5 A Belgian Decolonizer of the Hindu mind: Koenraad Elst, Unaffiliated Orientalist -- Afterword.

This book explores how stories can be used as 'data' that prefigure and make possible the numerous permutations of life that comprise existence, and examines how stories can be reconfigured to transform that existence into something 'other'. It uses varied theoretical and critical frameworks such as autoethnography and posthumanism with which to explore the stories shared that go 'beyond cause and effect'. This book looks to engage with storying and storytelling as inquiry in non-Western 'worlds', and looks to make 'storying', 'restor(y)ing', and 'stories' written by non-Western educators the locus of attention. By doing so, it seeks to illustrate what distinctive ways of storying and storytelling can look like in worlds other than those that follow a Western ethico-onto-epistemological worldview. It provides a way to articulate thought that may be commonly omitted in teacher education around the world, and looks at 'truth' as situated rather than as totality, local rather than global, with stories used to problematize subject/object positionings within those same stories.

ISBN: 9789819954957$q(electronic bk.)

Standard No.: 10.1007/978-981-99-5495-7doiSubjects--Topical Terms:

702808
Storytelling in education.

LC Class. No.: LB1042 / .O74 2023

Dewey Class. No.: 372.677

'Other' voices in education(re)stor(y)ing stories : stories as analytical tool /
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505 0 $a Foreword -- Introduction -- Wiradjuri Dictionary -- Chapter 1 Holding Together: Stories of Place & Land -- Chapter 2 Locating Cultures in Cityscapes: An Autoethnographic Reading of Sarah Macdonald's Holy Cow (2002) -- Chapter 3 Cornish: Can an Indigenous Language Become a Fixture in the Local Primary Curriculum? -- Chapter 4 Fictionality as a Mode of Vindication and Defiance in the Digital Era Narratives -- Chapter 5 A Belgian Decolonizer of the Hindu mind: Koenraad Elst, Unaffiliated Orientalist -- Afterword.
520 $a This book explores how stories can be used as 'data' that prefigure and make possible the numerous permutations of life that comprise existence, and examines how stories can be reconfigured to transform that existence into something 'other'. It uses varied theoretical and critical frameworks such as autoethnography and posthumanism with which to explore the stories shared that go 'beyond cause and effect'. This book looks to engage with storying and storytelling as inquiry in non-Western 'worlds', and looks to make 'storying', 'restor(y)ing', and 'stories' written by non-Western educators the locus of attention. By doing so, it seeks to illustrate what distinctive ways of storying and storytelling can look like in worlds other than those that follow a Western ethico-onto-epistemological worldview. It provides a way to articulate thought that may be commonly omitted in teacher education around the world, and looks at 'truth' as situated rather than as totality, local rather than global, with stories used to problematize subject/object positionings within those same stories.
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