Narrative Conceptions Of Knowledge

Working from a narrative teacher knowledge perspective that understands teachers' personal practical knowledge as shaped in professional and personal knowledge landscapes. The book focuses on the experiences of six people who left teaching in their first five years to bring teachers' experiences to the phenomenon of early career teacher attrition.

A generally acknowledged characteristic of modern life, namely the temporalization of experience, inextricable from our intensified experience of contingency and difference, has until now remained largely outside psychology's purview. Wherever questions about the development, structure, and function of the concept of time have been posed - for example by Piaget and other founders of genetic structuralism - they have been concerned predominantly with concepts of "physical", chronometrical time, and related concepts (e.g., "velocity"). All the contributions to the present volume attempt to close this gap. A larger number are especially interested in the narration of stories. Overviews of the relevant literature, as well as empirical case studies, appear alongside theoretical and methodological reflections. Most contributions refer to specifically historical phenomena and meaning-constructions. Some touch on the subjects of biographical memory and biographical constructions of reality. Of all the various affinities between the contributions collected here, the most important is their consistent attention to issues of the constitution and representation of temporal experience.

Readers will find Dennis K. Mumby′s collection most useful for the connections it establishes between narrative analysis, in social setting and postmodern light. . . .What is important about this book is the range of projects presented using narrative to examine issues of power and control. --Discourse and Society What is the relationship between narrative, society, and the forms of control that function in society? This critical analysis examines the role of narrative in the creation of various social realities in a variety of communication contexts. The central theme of Narrative and Social Control is that narrative is a pervasive form of human communication that is integral to the production and shaping of social order. Each chapter provides both a theoretical framework and an examination of narratives in a range of communication contexts--interpersonal, small group, organizational, and mass mediated--illustrating the far-reaching impact of narrative on our lives and social organizations. This critical perspective is essential reading for scholars, students, and professionals in communication studies, organization studies, family studies, cultural studies, sociology, political science, peace studies, anthropology, philosophy, and gender studies.

In this book it explores science and technology, makes connections between these epistemic, cultural, and political trends, and develops profound insights into the nature of our postmodernity.

This book aims to explore and make visible the intersection of subject matter knowledge and teacher knowledge in the narratives of teachers. This complicated interaction between these two bodies of knowledge is often studied and little understood.

Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education.

"For many organizations knowledge is one of the most important keys to success. Knowledge management often plays a crucial role in organizational effectiveness."--Cover.

This volume answers questions that lead to a clearer picture of third-person self- knowledge, the self-interpretation it embeds, and its narrative structure. Bringing together current research on third-person self-knowledge and self-interpretation, the book focuses on third-person self-knowledge, and the role that narrative and interpretation play in acquiring it. It regards the third-personal epistemic approach to oneself as a problem worthy of investigation in its own right, and makes clear the relation between third-person self-knowledge, self-interpretation, and narrative capacities. In recent years, the idea that each person is in a privileged position to acquire knowledge about her own mental states has come under attack. A growing body of empirical research has cast doubt upon the existence of what philosophers call ‘first person self-knowledge’, i.e., knowledge about our mental states that is often thought to be immediate, transparent, and authoritative. This line of thought has led some philosophers to claim that what seems to be ‘first-person self-knowledge’ is really just ‘third-person self-knowledge,’ i.e., knowledge about our mental states that is inferential, opaque, and fallible. This book discusses challenges for first-person knowledge and explores the true nature of third-person knowledge.