Narrative Enquiry Research Papers - Academia.edu (original) (raw)

The potential impact of cumulative inequality upon loneliness in later life is under-researched. This study applies Ferraro and Shippee’s axioms of cumulative inequality to the narratives of two Northern Irish older women, who completed semi-structured diary entries over a 16-week period, recording and reflecting on their social lives and their personal histories. The two women were subsequently interviewed on the basis of what they had recorded. These stories reveal how the life trajectories of these two individuals are influenced by the different experiential impact of bonding and bridging social capital. Despite similar life experiences, significant and substantial differences emerged in the women’s stories, relating to work life, social class, the restrictions of a caring role, and physical and mental health. These two narratives not only provide evidence of the impact of cumulative inequality on loneliness but also highlight the lifetime impact of socio-economic status and acce...

- by
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- Sociology, Psychology, Narrative, Social Capital

 My sincere gratitude and appreciation for my supervisor, Prof Johann Wassermann, for his wisdom, expertise and guidance throughout the study thus helping me to see its completion.  I would also like to express my gratitude to Dr Marshall T. Maposa, my Co-Supervisor, for his expertise, patience and constructive criticism which helped me to bring the study to completion. Your patience with me did not go unnoticed.  I would like to express my gratitude to the Congregation of the Missionaries of Mariannhill (CMM) for their unceasing prayers, spiritual and moral support which helped me carry on with my study despite challenges.  My special thanks go to Angela Bryan, for editing the thesis thus making it a coherent and readable manuscript.  To my family for their moral support and encouragement they have shown since I undertook this study.  Last but not least, my gratitude and appreciation to the participants of the study, without them this study would not have materialised. iv DEDICATION _________________________________________________________ I dedicate this study to my family, particularly to my late parents: Paulo and Lucia for their unconditional support and encouragement towards education despite them not having had the opportunity to go to school. Through their commitment to my education both at primary and secondary levels, they instilled in me the love for schooling and for that I will be forever grateful.

- by Mauricio Langa
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- Narrative, Critical Race Theory, Narrative Enquiry

Any research endeavour needs to conform with some endorsed research ethics, such as the BERA ethical guidelines for educational research (BERA, 2018). These ethical guidelines can be applied to many research stages and procedures, including dealing with human participants (e.g. getting consent and approvals), data collection and analysis, and using pseudonyms instead of real names in the research report itself. Drawing on British Educational Research Association (BERA, 2018) as an authoritative source in this regard, I will explore how these ethical guidelines apply to educational research in the Arab world, and how they might inform and shape research practices in the light of a chosen experimental research study in language learning (Al-Jarf, 2006) by discussing the key ethical issues and concerns evident in the study, and suggesting alternative ways when needed. This would develop a methodological understanding of the proper conduct of the research process, and hence contribute to the advancement of knowledge in the educational arena. To investigate ethical issues in this paper, focus will be on the following points considering to what extent the researcher considered them: the researcher's qualities and virtues (honesty, objectivity, clarity, etc.), her interaction with participants, tackling previous literature, and research procedures.

There is little information about learner beliefs concerning pronunciation (henceforth PR) in FL (foreign language) learning contexts (Toyama, 2015), even more so in specific environments such as teacher preparation programs. Ellis (2008) suggests the need for teachers to find out about learners´ beliefs, to become aware of and evaluate them, as beliefs influence the actions undertaken by students. In the present study, first-year students were asked to write personal narratives regarding their journey through the subject “English Phonetics & Phonology I”. Data were approached using the narrative methodology. Findings entail the novelty implied in PR-related matters (mainly phonetic transcription) and the shortness of the academic term as major learning obstacles. Rehabilitation of fossilized pronunciations, a recurrent topic in most stories, was viewed as a positive issue of PR learning by participants. The likely connection between these findings and the fact that PR teaching is overlooked in several EFL courses around the world (Gilbert, 2010) is discussed. Finally, a course of action is suggested to attempt to revert the marginalized situation of PR in the ELT field as a long-term goal. The aim of the paper is to find out about learners´ beliefs regarding PR learning by interpreting students´ personal narratives.

A través del reconocimiento de las cualidades de las plantas que propenden a la vida, el estudio propone estas características como necesarias para la generación de ambientes de vida en la educación y la investigación. Autopoiéticamente, identificamos relaciones de sensibilidad, colaboración, movimiento, viaje, comunicación, memoria y cuidado. Valoramos estas cualidades para los ambientes de aprendizaje, cambio y transformación necesarios en Educación, las que constituyen ambientes dinámicos, autoorganizados, cambiantes y complejos que son reconocidos como ambientes narrativos. Este trabajo contribuye a la comprensión de las investigaciones-vidas como experiencia indagativa y narrativa, que, desde los modelos de investigación bioinspirados, posibilitan la investigación como vivencia de la vida misma que acontece en su devenir. Palabras claves: investigaciones-vidas; vida de las plantas; ambientes de vida; ambientes investigativos; educación.

- by Praxis Educativa
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- Educación

The study investigated the use of non-verbal cues to express emotions and feelings in Xitsonga discourse in the Malamulele area in Limpopo province, South Africa. Twelve (12) people were sampled to participate in the study. Data analysis involved the generation of themes related to the collected data. The study found that Xitsonga speakers use non-verbal cues to express grief, sadness and happiness. The study recommends that Xitsonga elders should teach children the importance of non-verbal cues to convey messages.

- by thabelo lumadi
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- Research Methodology, Academic Publishing, Policy Paper

Plato once said “a wise man speaks because he has something to say, a fool speaks because he has to say something!” Often the ability to speak (or not) is used to gauge a person’s language proficiency. Speaking is one of the four language skills which includes listening, reading and writing. However, of all the four skills, the first skill that is portrayed is a person’s speaking skills. A person’s speaking skills (or lack of it) is often used by future employers to evaluate the oral communication abilities of their employees. This is because speaking has many different functions and failure to understand the varying functions may lead to anxiety among the speakers. This pilot study is done to investigate the usage of the English language in undergraduates’ interaction and transaction in their everyday lives, their speaking performances and their speaking anxiety. Data is analysed using SPSS and presented in the form of mean scores. Findings for interaction and transaction showed th...

- by IRMA WAHYUNY IBRAHIM
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- Psychology, Anxiety, Active Listening, ANXIETY

This article comprises a mixed-methods study of primary school teacher candidates' (henceforth participants) reflections associated with the categories that they find problematic when teaching English as a Foreign Language (EFL) at primary schools in Sweden. In this study, the participants are instructed to reflect on problematic areas of teaching EFL to young learners at Swedish primary schools and present their ideas in the form of reflective essays written in the English language. The reflective essays are written after the participants have completed their school practice sessions, having taught EFL to the Years 4-6 at primary schools in Sweden. The participants' reflective essays are analysed by means of the software program WordSmith (Scott, 2012) in order to generate a list of the most frequently used words. A qualitative component of the analysis involves the identification of a set of categories associated with the problematic areas of EFL teaching in the Years 4-6 at primary schools in Sweden. The results of the mixed-methods analysis reveal several problem areas, e.g. pronunciation, spelling, irregular verbs, adjectives, articles, vocabulary, prepositions, etc. These findings and their didactic implications for EFL teaching in the Years 4-6 at primary schools are further presented and discussed in the article.

- by Oleksandr Kapranov
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- Sociology, Mathematics Education, Pedagogy, Primary School

Teachers and educators are responsible in promoting effective teaching and learning to ensure intellectual development of the students. For that reason, being able to communicate well is essential for the students’ academic and employability purpose. Hence, it is important for every learner to be equipped with good speaking skill. However, it is common for ESL speakers to experience speaking anxiety which hinders them to communicate well. This study, therefore, explores speaking anxiety that occurs during oral presentation through kinesics. Kinesics provides meaningful information to the listener/audience, in which messages are conveyed through the speakers’ gesture, body movement and facial expression. It was found that speaking anxiety was shown by the speaker through kinesics during an oral presentation. Videos of speakers’ presentation were recorded and narrated to obtain the findings. Results of this study provide useful implication towards ESL teaching and learning.

- by Norhartini Aripin
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- Psychology, Narrative, Gesture, Public Speaking

Writing for English as a second language (ESL) is a challenging, yet demanding skill for ESL writers. This skill requires learners to excel in language use such as vocabulary, grammar, sentence structure, strategies and lexical. In other words, ESL writers should possess adequate language proficiency in order to produce a good written text. This demand causes ESL writers to experience writing anxiety. Hence, it is important for teachers and educators to acknowledge common signs of writing anxiety portrayed by the ESL writers during the writing process. Recognising early signs of writing anxiety could alleviate ESL writers from having much worries and anxious during the writing process. This qualitative study therefore aims to identify signs of writing anxiety shown by a female ESL writer during a writing process. Data is collected by reporting on narrative enquiry from an observation of a writer going through the process of writing using Think Aloud protocol. A semi-structured inter...

- by Norhartini Aripin
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- Psychology, Cognitive Linguistics, Anxiety, Qualitative
- by Donald Gray
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- Sociology, Teacher Education, Academic Development, Narrative

Esta obra se publica bajo Licencia Creative Commons 4.0 Internacional CC BY-NC-SA Atribución, No Comercial, Compartir igual Reseña Crítica El rostro humano de las políticas educativas: narrativas del proyecto de formación docente "

- by Praxis Educativa
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- Education

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that i have not previously in its entirety or in part submitted it for obtaining any qualification.

- by Noor Rahmat
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- Psychology, Narrative, Gesture, Public Speaking
- by Lindsay MacDougall
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- Sociology, Teacher Education, Academic Development, Narrative

- by Maisarah Noorezam
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- Psychology, Narrative, Gesture, Public Speaking

The paper aimed to reveal the challenges that were encountered by EFL pre-service teachers. The study involved three EFL Pre-service teachers who conducted their teaching practice program in their eighth semester. The research method of this study was narrative inquiry, and the data were gained by using narrative frame, narrative empty box and interview. The findings showed that pre-service teachers faced some challenges during the teaching practice program. The challenges were the difficulties in finding the suitable teaching material and students’ motivation. Each pre-service teacher also had their own ways to overcome their challenges. They were as follows: had a discussion with the mentor, asked for their friends’ advice, prepared more interesting teaching materials, and had various teaching activities. For further research, it is recommended to find out what kinds of courses that are required to help EFL pre-service teachers in preparing them to face the real-life teaching expe...

- by Lulu Laela Amalia
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- Psychology, Computer Science, Mathematics Education, Narrative

Educational Research has a long tra- dition which presents multiple per- spective and lines of enquiry. Within them, enquiries regarding Teachers´ Education comprise a broad range of research leads. Current tendencies, such as narrative enquiry, constitute a strong trend dealing with narratives and teacherslife stories. This article proposes a brief approach to the main qualitative research lines about teach- erseducation, in order to explore the origins and tendencies brought about by narrative enquiry. It also explores its contribution as a tool for Teachers´ Education. Finally, we explore future trails already emerging in this field as a result of the richness presented in the narratives produced in this research

- by Jonathan Aguirre
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- Sociology, Humanities, Educational Research, Narrative Enquiry

- by mahmoud abdallah
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- Ethics, Informal Learning, Research Methodology, Narrative

- by Robert Hagan
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- Sociology, Social Capital, Narrative Enquiry, Social Mobility

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers’ (NNESTs) professional identity. This paper proposes a combined methodology of narrative enquiry and hermeneutic phenomenological enquiry to construct understanding in terms of what NNESTs describe as their experiences of professional identity development and the researcher’s interpretations of their thickly layered data. This proposed methodology is the adopted version of the Methodology chapter of a confirmed Australian doctoral project. The purpose of this paper is to show how, by employing the two methodologies, the author intends to capture individual teachers’ meaning makings and their common phenomena of professional identity formation. With justification, the paper includes components of a qualitative research design: research paradigm, methodological approach, and th...

- by Nashid Nigar
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- Sociology, Teacher Education, Narrative, Qualitative methodology

This paper investigates how a teacher in a rural school in Namibia teaches science. Of interest to us is the nature of the classroom discourse in constructing scientific knowledge that is meaningful to students. We draw on the work of Vygotsky (1978) in order to understand teaching/learning as dialectically entailed and to understand the notion of scientific and spontaneous concepts as distinct from science concepts, and operationalise his pedagogical theory utilising Hedegaard's (1998) notion of the double-move in pedagogy as fundamental to meaningful engagement. Through a detailed analysis of one teacher's pedagogical discourse we show how the linking of scientific and spontaneous concepts can either facilitate or hinder learning. Our analysis points to the importance of co-constructing meaning in the class, between teacher and taught and illustrates how analogies and metaphors can fail to create meaning in a classroom if the teacher does not recruit the learners' own everyday concepts.

- by Joanne Hardman
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- Sociology, Education, Creative Education

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third-party rights, and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

- by Alina Shikongo
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- by MAISARAH NOOREZAM
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- Psychology, Narrative Enquiry, Anxiety, Speaking Anxiety

Glossophobia, an individual’s anxiety of public speaking, has been observed to be a common phenomenon among students. The present study explores factors associated with glossophobia among ESL students of a tertiary institution in Upper-West Ghana, the Dr. Hilla Limann Technical University, Wa and makes recommendations for improvement in their public speaking skills. The study combined both quantitative and qualitative research approaches in an opinion poll involving 46 participants from the Level 300 class of the Secretaryship and Management Studies of the Business School. Participants acknowledged the importance of public speaking, but conceded that at some point in their student lives, when they had to speak in public, glossophobia prevented them from making a good impression on the audience. Speaking English before a crowd was identified as the most dreaded experience. Low self-confidence in speaking in public; lack of constant speaking experience and lack of knowledge in public ...

- by Solomon A . Dansieh
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- Applied Linguistics, Language Teaching, Grammar of English
- by Carlos Piñerúa
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- Educación, Sistema Educativo, Formación Del Profesorado
- by Belén Moll
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The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

- by yuli astutik
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- Psychology

- by Dr Mahmoud M S Abdallah
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- Ethics, Informal Learning, Research Methodology, Qualitative methodology

Nuestra realidad social esta atravesada por diversas politicas, como parte de una vida democratica en que nuestro Estado Nacion, puede gobernar y gobernarse y desarrollar su vida social, cultural, politica y economica desde propuestas que, a partir de las bases, es decir, la sociedad o el Estado, se viabilizan a traves de las diferentes esferas o estructuras politicas hasta concretarse en soluciones que buscan satisfacer esas propuestas y potenciar beneficios para toda la comunidad. Podemos observar esta realidad politica y social hacia el interior de todas las instituciones que, en democracia, forman parte de su reproduccion. A partir de esta vision y una observacion de lo que sucede actualmente, apreciamos que existen politicas educativas, que hay textos escritos y hay formas, para que las propuestas de lo que denominamos Bases, puedan expresar su realidad y lograr objetivos comunes.

- by Angello Marcelo Lopez Meza
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Glossophobia, an individual's anxiety of public speaking, has been observed to be a common phenomenon among students. The present study explores factors associated with glossophobia among ESL students of a tertiary institution in Upper-West Ghana, the Dr. Hilla Limann Technical University, Wa and makes recommendations for improvement in their public speaking skills. The study combined both quantitative and qualitative research approaches in an opinion poll involving 46 participants from the Level 300 class of the Secretaryship and Management Studies of the Business School. Participants acknowledged the importance of public speaking, but conceded that at some point in their student lives, when they had to speak in public, glossophobia prevented them from making a good impression on the audience. Speaking English before a crowd was identified as the most dreaded experience. Low self-confidence in speaking in public; lack of constant speaking experience and lack of knowledge in pub...

- by Edward Owusu (PhD)
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- Applied Linguistics, Language Teaching, Grammar of English

This paper specifically aims at knowing the types of nonverbal communications performed by the foreign English teacher based on Schmitz�s (2012) theory and finding out the students� responses toward the foreign English teacher�s nonverbal communication. Qualitative research design was applied in this research. The participants of this research were the foreign English teacher and the students of class VII A MTsN 2 Kuningan. The data were collected through observation, interview, and questionnaire. The data were analyzed both qualitative and quantitative. The results of the research revealed that the foreign English teacher performed 3 types of nonverbal communication: 1) kinesics (includes gesture: emblems and illustrators, head movements and posture, eye contact, and facial expression); 2) vocalics; and 3) proxemics. However, the foreign English teacher did not perform adaptors and haptics in the classroom. He confessed that he did not really do certain gestures while feeling nervo...

- by Yayan Suryana
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- by Nashid Nigar
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- Teacher Education, Qualitative methodology, Hermeneutics, Phenomenology

This paper explains why it is necessary to employ two apparently disparate qualitative methodologies to address multidimensional research objectives of a complex phenomenon: non-native English-speaking teachers' (NNESTs) professional identity. This paper proposes a combined methodology of narrative enquiry and hermeneutic phenomenological enquiry to construct understanding in terms of what NNESTs describe as their experiences of professional identity development and the researcher's interpretations of their thickly layered data. This proposed methodology is the adopted version of the Methodology chapter of a confirmed Australian doctoral project. The purpose of this paper is to show how, by employing the two methodologies, the author intends to capture individual teachers' meaning makings and their common phenomena of professional identity formation. With justification, the paper includes components of a qualitative research design: research paradigm, methodological appr...

- by Nashid Nigar
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- Teacher Education, Qualitative methodology, Hermeneutics, Phenomenology

The study aims to investigate the factors that may cause anxiety during oral presentations that are conducted in English and to identify the strategies used by them to cope with it. The study employed a quantitative method. Questionnaires were distributed to 300 undergraduates from three public universities in Malaysia. SPSS (version 23) tool was used to analyze the data statistically to find frequency, mean, and standard deviation. The findings showed that the respondents commonly have negative emotions, physical symptoms, and fear of making mistakes during English oral presentations. The findings further revealed that students' language ability, audience reaction, and teacher' feedback are the factors that affected undergraduates' anxiety in oral presentation using the English language. Undergraduates cope with their anxiety by making efforts to understand the topic and prepare ahead of time to as part of their coping strategies.

The fear of writing stems from many reasons. Some fear the process, some fear the product, while others fear the reaction given towards their writing product. Past researchers have done many studies that investigate many angles of writing. When it comes to writing, the self-imposed belief (positive or negative) is dependent on other imposed expectations (positive or negative). This in turn affects the end result of the writing assignment. This study is done to investigate the cycle of writing prophecy and explore how this cycle is influenced by the writers' beliefs and fear. 108 participants were purposely chosen from a few groups of students who registered for an academic writing course, they were asked to respond to the instrument. The instrument used is a survey (table 1). The survey has 5 sections. Section A is about demographic profile. Section B has 9 items on Beliefs. Section C has 15 items on Writing apprehension. Section B has 7 items on Behaviour, and section E has 25 items on result. Findings bear interesting pedagogical implications towards the teaching and learning of writing.

- by Noor Hanim Rahmat, (Professor, Dr)
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- Academic Writing, Beliefs
- by Javier Medina Garcia
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- by Javier Medina Garcia
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Teachers and educators are responsible in promoting effective teaching and learning to ensure intellectual development of the students. For that reason, being able to communicate well is essential for the students' academic and employability purpose. Hence, it is important for every learner to be equipped with good speaking skill. However, it is common for ESL speakers to experience speaking anxiety which hinders them to communicate well. This study, therefore, explores speaking anxiety that occurs during oral presentation through kinesics. Kinesics provides meaningful information to the listener/audience, in which messages are conveyed through the speakers' gesture, body movement and facial expression. It was found that speaking anxiety was shown by the speaker through kinesics during an oral presentation. Videos of speakers' presentation were recorded and narrated to obtain the findings. Results of this study provide useful implication towards ESL teaching and learning.

The article suggests that though narrative enquiry as a research methodology entails free conversations and personal stories, yet it should not be totally free and fictional as it has to conform to some recognised standards used for conducting educational research. Hence, a qualitative study conducted by Russ (1999) was explored as an exemplar study employing narrative enquiry as a main research methodology that included the techniques of conversation and story. Through a qualitative critical analysis of the study, the article focuses on improving narrative enquiry as a qualitative research method which is used when deeper understanding of a phenomenon in its natural setting is the target. Russ' (1999) study titled, "Professional conversations: New teachers explore teaching through conversation, story, and narrative" delves deeper into the teaching profession as practiced in reality by focussing on undergraduate students and recent graduates of an urban teacher education program who came together regularly to talk about becoming reflective and effective teachers. The researcher employed a qualitative data analysis of the conversations which resulted in a rich picture of the complex learning at the heart of teaching. The study draws attention to factors in teacher education and schools that support and hinder new teachers work in urban schools, and contradicts established developmental models of expertise. Additionally, the study highlights the potential of conversation and story telling to sustain teacher learning and inquiry and to meet local needs for teacher learning, teacher research, and teacher-directed professional development.
Specifically, the article explores how the study can be qualitatively and methodologically improved as far as narrative enquiry as a research methodology is concerned. It starts with an exploration of the epistemology and context of the study, and the type of research questions posed in an attempt to provide more robust research questions. Then, it addresses issues of research design and data collection methods suggesting some alternative procedures that could have improved the narrative enquiry as used by the researcher, especially in terms of reliability. Also, data analysis was critically discussed and an alternative (i.e. a table for organising recurring themes) was suggested to overcome some weaknesses of data analysis based on narrative enquiry. Finally, some ethical considerations were tackled to draw attention to some faults that researchers may unconsciously commit.

Oral presentations have become part of many course assessments. During presentations, presenters use verbal and non-verbal cues. Learners Nonverbal cues are used either directly or indirectly by presenters to express their feelings towards the oral presentation. Some common nonverbal cues often used are kinesics and vocalic. Kinesics is derived from the word "kinesics" which means "movement" and refer to the hands, legs, body and facial movements. Vocalic is the study of voice and it is used to address a message for example like the tone of voice This study is done to explore the influence of kinesics and vocalic in ESL orang presentation among ESL learners. 30 undergraduates responded to a questionnaire about how they perceive the use of kinesics and vocalics in oral presentations. Findings revealed ESL learners used a variety of nonverbal cues in their presentation for different reasons in their presentations. The results of this study bear interesting pedagogical implications for classroom teaching and learning of ESL oral presentations.

- by Nor Fazlin Mohd Ramli
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- Teaching ESL/EFL

Aureolada de prestigio por sus resultados en las evaluaciones internacionales PISA (Program for International Student Assessment) del 2000 y 2003, Finlandia era para mí, desde hace casi seis años, un tema lleno de interrogantes que no había logrado responder con la información que podía espigar de muchas conversaciones y lecturas. El programa europeo Arion, me permitió hacer una visita de estudio en ese país, en abril del 2006.

- by LeoNely S
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It may be said that families dispersed for social or political reasons to different parts of the globe were like satellites or capsules of culture, who then became the main custodians of a cultural preservation, where time more or less stood still. Like other recently arrived migrants following WWII, settlers from regional Calabria immersed themselves in the familiar and clung to the traditions and customs of their homeland. The importance of maintaining cultural attributes was due to the belief that the same thing was happening back in their place of origin. Through the modes of narrative enquiry and autoethnography, my multidisciplinary arts practice-based research investigates, interprets and translates the experiences of Calabrian settlers to Victoria’s North West, in a contemporary visual art and sociological context. Notions of belief and religious practices, gender roles and stereotypes, family relationships, nostalgia, and cultural loss and preservation are also explored in my work. Tracciando fili del passato [Tracing threads of the past], is an ongoing series of live art performances, installations and video explorations, which incorporate the transformation of self into an imagined version of my Calabrian grandmothers. During these enactments, I make artefacts utilising traditional women’s modes of making – sewing, embroidery and crochet. These activities are chosen in order to highlight the significance of women’s handmade craft work, which were once an important aspect of family relationships, passed from mother to daughter. The work is a manifestation of their hopes and dreams and strives to honour the women migrants whose voices were not always heard on account of dominant gender roles within the Calabrian diaspora of 1950s, 60s and 70s Australia.

My Student Teaching Journey

- by melody consuegra
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- Narrative Enquiry
- by mehwish rasheed
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- Migration, Migration Studies
- by Mayriwi Adamov
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Se realiza un análisis sobre los aspectos que han originado el modelo educativo finlandés, reconocido como el que mejores resultados a dado en las pruebas estandarizadas internacionales que evalúan los modelos educativos de diversos países.

- by Guadalupe Pimentel Correa
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- Educacion

Presented at AMEE 2015 - Association for Medical Education In Europe - Glasgow, Scotland, on September 9th, 2015.

- by Sally Warmington
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- Medical Education, Narrative Enquiry, Identity, Dialogic narrative analysis