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Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Master and alternative narratives offer a useful framework through which to consider contemporary issues in college access. Implicit and ubiquitous, the master narrative of a linear progression from high school through a residential college toward a fulfilling career has long been dominant. Meanwhile, alternative narratives of fluid, dynamic, alternate pathways are ascendant, having received a boost from the COVID-19 pandemic and the stubborn lack of affordable postsecondary options. Observing a decline in a shared cultural narrative about college, the authors recommend that advisors help students to sort through possible storylines and then write their own.

As a language teacher educator (LTE) at a Doctoral Universities - High Research Activity (R2) institution, this invitation to document how the first author (Gloria) has come to (re)construct and (re)negotiate her identity as an LTE is both timely and necessary, as the academic year 2024--2025 marks her 17th year at her institution. In this conceptual feature article, she begins this narrativized journey as one way to reflect on who she is and who she has become as an LTE, and she has invited four of her former mentees (Silvia, Marie, Shannon, and Sarah) who have become her co-authors and co-editors in various publication opportunities. Using poetic and narrativized writing, Gloria and her mentees share snapshots of their reflections and reflexivity in working together to understand and define intentional mentoring practices. The authors conclude with their own definitions of intentional mentoring practice and invite the journal audience to collectively engage in our unfinished journey.

Revisiting his dissertation journal, the author undertook an autoethnographic study of that period in his life. As a full-time student within a U.S. research university, he had funded his studies by teaching international teaching assistants and undergraduates learning French and Arabic. In this study, he used inductive analysis to explore his language teacher identity (De Costa & Norton, 2017) and language teacher emotion (Han et al., 2023). Three identities and two emotions emerged: a challenged time manager (1) and an aspiring professional instructor (2), and the related emotions of pride in observing his former students and efficacy in bridging his teaching undergraduates and grad students. Nonetheless, managing these roles sensitized him to (adjunct) coworkers' cynicism. He started to become a cynic (3), bringing emotion labor (Benesch & Prior, 2023). Findings confirmed language teacher emotion as relational and conjoined to language teacher identity. This study urges the field of Applied Linguistics to rectify its past omissions by acknowledging today's "invisible practitioners": adjuncted language instructors.

Research on language teacher identity and its development has shown that it can be crucial for teacher education to understand how identity development takes place. The few findings to date on language teacher educators and their identities show individual negotiation processes and antinomies, particularly due to transitions from teacher to teacher educator, the parallel roles of researcher and teacher educator, and so on. The project presented here examines the language teacher educator identities of 12 professionals within a highly structured training program in Germany through narrative inquiry as a means to allow for the reconstruction of biographies, identities, and practices. The narratives illustrate the normative settings of the structured system, such as set curricular guidelines, which can rarely be fulfilled by the teacher trainees, a lack of trust and professional relationship, or the struggle of the teacher educators between advisor on the one hand and evaluator on the other. The results provide implications and recommendations for other institutionalised settings in which language teacher educators work.

Language teacher educator (LTE) identity development is an emerging field exploring how LTEs learn to teach and negotiate their identities and how their identity construction processes help teacher candidates learn. The complexity of the issue has prompted researchers to explore their professional journeys and experiences in various contexts from differing perspectives. Still, the field is constantly evolving as LTEs strive to understand the multifaceted nature of the profession and its implications for teacher education. Within this perspective, through a duoethnographic study, in this research the authors aim to explore how they construct, negotiate, and enact their critical LTE identities and agency as two Turkish-speaking, mid-career English language teacher educators situated currently in two different higher education institutions in Türkiye. The researchers collected lengthy personal narratives recounting their experiences and thematically analyzed them through iterative coding. Three major themes concerning their meso and micro contexts emerged: their trajectories in becoming LTEs, issues of belonging and marginalization, negotiating their LTE identities, and exercising agency. Their narratives indicate how they followed different trajectories to become teacher educators, were positioned as "others" in their institutional settings, legitimized their LTE identities in time, and became empowered to practice their aspired identities. Despite being marginalized in different contexts, their narratives show they have consistently created counter-hegemonic discursive and experiential spaces in their classrooms and institutional contexts as micro-level policy-makers enacting their critical LTE identities.

Creative and innovative reflective methods are important to prompt and sustain alternative and novel ways for teachers to consider their professional identity and practice. Digital storytelling is one such method that enables the sharing of valued events including narratives of lived experience. This paper reports on a case study investigating teacher use of digital storytelling to promote reflection and pedagogical awareness in support of immigrant and refugee children's developing sense of belonging. The case study is part of a larger funded project aimed at strengthening the identity and belonging of refugee and immigrant children in early childhood education. In the case study, four early childhood education teachers in an education and care centre planned and created their digital narratives, reflected on the process, and considered the opportunities and implications for integrating digital storytelling in their practice. A range of qualitative data were collected through observations (notes, photographs, video recordings), focus group interview, and teacher created artifacts. Thematic analysis identified that teachers valued their experiences with creating their own digital stories in identifying and affirming their values and identities as teacher practitioners, and in thinking more deeply about coming to belong. They recognised the transformative potential of digital storytelling in promoting understandings of belonging, facilitating reflective practice and identifying relevant belonging-based pedagogical strategies. They recommended other staff and parents could undertake a similar process, predicting that this would enable even stronger reciprocal connections between staff, parents and children to facilitate greater understanding of children's cultural backgrounds and home experiences as a basis for establishing more targeted belonging-based pedagogies.

Language teacher identities and emotions are deeply sociocultural phenomena. Although intersectionality has asserted itself as a powerful framework in other fields, it is just beginning to emerge in language teacher education. This article argues that intersectionality provides a powerful conceptual lens for analyzing the complex and varied connections between language teacher identity and emotions. It also claims that emotions originate in the spaces between different social factors. Specifically, the article investigates the following questions: How do English-as a-second-language teachers construct their emotions in narratives and what discourses of emotion do they evoke? How are emotions generated within the intersectional spaces of facets of their social identities? To address these, the article focuses on the micro-level of analysis and the daily emotional experiences of two language teachers. The findings show how the focal participants navigate the complex emotional landscapes of teaching and how these are mediated by the intersections of different social identity markers such as gender, race, non-native speaking status, and socioeconomic status.

This paper is a blend of my personal narrative and the practical strategies based on theoretical frameworks that I use in my work supporting young people in schools. My work is based on the powerful message from the short story the "Starfish Thrower" (Eiseley, 1979). The lesson I learned from this lovely story is that I may not be able to save the entire world, but I try to make a difference one young person at a time.

This piece demonstrates a creative practice that invites educators from diverse backgrounds to consider the memories, stories, and cultural histories alive within them. How we carry and know our own stories influences how we can critically and reflexively enact or challenge policies of cultural responsivity in education. Given that the political landscapes in education get remade over and over, the threads of our personal histories remain vital to remember, so they, too, do not move into the realm of forgetting. To connect, in an ongoing way, to our unique heritages and stories is to challenge current policy proposals that intend to privatise historical and cultural education, risking fragmentation and dissociation. This piece uses a diffractive storytelling approach through critical autoethnography to consider how material artefacts are imbued with histories and stories. This article traces my memories as a Pakeha (immigrant of European origin) educator in Aotearoa, New Zealand, from Scotland, through the artefact of a tartan quilt. I demonstrate how educators may use creative practices to remember and trace the threads of their stories through their material artefacts, elucidating the lenses from which they teach so they may equip students with the tools to navigate political influences within their own stories.

In response to the evolving needs of knowledge synthesis, this manuscript introduces the concept of narrative reanalysis, a method that refines data from initial reviews, such as systematic and reviews, to focus on specific sub-phenomena. Unlike traditional narrative reviews, which lack the methodological rigor of systematic reviews and are broader in scope, our methodological framework for narrative reanalysis applies a structured, systematic framework to the interpretation of existing data. This approach enables a focused investigation of nuanced topics within a broader dataset, enhancing understanding and generating new insights. We detail a five-stage methodological framework that guides the narrative reanalysis process: (1) retrieval of an initial review, (2) identification and justification of a sub-phenomenon, (3) expanded search, selection, and extraction of data, (4) reanalyzing the sub-phenomenon, and (5) writing the report. The proposed framework aims to standardize narrative reanalysis, advocating for its use in academic and research settings to foster more rigorous and insightful literature reviews. This approach bridges the methodological gap between narrative and systematic reviews, offering a valuable tool for researchers to explore detailed aspects of broader topics without the extensive resources required for systematic reviews.

In this exchange between an EdD professor and one of their practitioner-scholars, the two recount their respective and overlapping journeys in Critical Social Theories for Just Schools and Communities. While the professor was trained as a philosopher and has embraced the theoretical throughout her career, the practitioner-scholar enrolled in the class with much skepticism about the usefulness of theories, especially coupled with the word "critical" in our politically divisive society. They share the educational unfolding that occurred for both of them as they navigated various challenges of infusing theory into a practitioner-based educational doctoral program. The professor offers insights into their pedagogical strategies when presenting sometimes contentious topics, and the practitioner-scholar provides an honest unveiling of their self-awareness.

The number of international students worldwide increased from two million in 2000 to more than five million in 2017. International students may experience one or more challenges, such as financial issues, language limitations, academic performance, social and cultural differences, discrimination and racism, and identity reconstruction. Many of these challenges affect international students' sense of belonging. The concept of belonging is multi-faceted. We can belong in different contexts, for example, to families, institutions, cultural or ethnic groups, and religions, and we belong at both concrete and abstract levels. As an international student, I used autoethnography to study my sense of belonging as an individual who is also a graduate student. Autoethnography allows the researcher to relate personal experiences to wider cultural, political, and social meanings and understandings. This enabled me to focus on interpreting my core personal narrative, linking my life and story to international students' lives and stories.

In this article, we illustrate and address how anti-Blackness and adultism work together in an interlocking form of oppression we call anti-Black adultism. Situated in Amina's (youth author) lived experiences of school, we offer counter-stories that show the ways that educators employed anti-Black adultism to render Amina's civic life incompatible with the academic learning of school and imposed adult-framings of academic success on her as a way to control her in school. We then detail our shared experiences in an affinity group space and youth research project to offer the ways that anti-Black adultism can be disrupted through acts of solidarity. We conclude with lessons for adults to trouble anti-Black adultism to sustain intergenerational work toward racial justice in schools.

Humans are born storytellers as they use oral narratives as a vehicle to share their experiences. This study aimed to study how female Egyptian speakers formulate their personal experiences in oral narratives in the English Language. A need of this study was felt because not much is known how Arab EFL speakers build their oral narratives when its structure is talked about. The sample of this study comprised 24 female students from an Egyptian university pursuing a program in English language and literature, divided equally into two groups of intermediate and advanced levels. By using a non-experimental mixed model research design, the data was collected through semi structured interviews. The quantitative results were based on Mann-Whitney Test, which compared two unpaired groups to investigate the differences between the frequencies of the moves in the oral narratives as well as their use of structural tools; while the qualitative results were obtained from the participants' responses in the interview, which gave insight into how the participants formulated their narratives. Results show variations in the moves of narratives in both groups; however, there was no significant difference in the overall structure of each narrative. The study also attempted to compare the narrative structure of the female Egyptian EFL learners with that of their peers. It was found that there was no relationship between EFL proficiency and the structure of the narratives of female Egyptian at both advanced and intermediate levels. These findings will provide useful insights about the structural aspects of the oral narratives of Arab EFL learners.

This article emphasizes the importance of acknowledging and considering teachers' funds of knowledge in the domain of language teacher learning. The study explores the concept of funds of knowledge in teacher learning by collecting data from a group of language teachers through written life stories, focus interviews, and individual interviews. The analysis reveals that family-based funds of knowledge influence how these teachers approach their teacher-learning process. Experiences with family, societal perceptions of teachers, and non-educational experiences have an impact not only on teachers' perceptions but also on their teaching practices. Teachers in this study emphasize the importance of taking courses to stay updated in their profession. They view these courses as instrumental in providing them with greater confidence in their work. Learning about methods, theories, and classroom management is considered a crucial asset for teachers, enhancing their teaching practice and instilling a sense of confidence. Understanding and valuing teachers' funds of knowledge can enhance the effectiveness of the teacher-learning process, providing a space for professional development where teachers can validate and utilize their knowledge. This understanding fosters a more inclusive and effective learning environment that caters to the diverse needs of teachers in their professional development process.

Purpose: This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings: The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs' home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

Since stepping into education delivery, technology continues to revolutionise education, responding to access and equity. This has made online learning to be the choice for access and equity like never seen before. Unfortunately, it has not only provided solutions but also introduced issues that have created the divide in technology and online learning for learners and institutions. The study explored online learning in the Solomon Islands from students' narratives at the Solomon Islands National University via "tok stori"; seeking to understand what they perceived as enablers and barriers of online learning. The study employed the sequential mixed-method approach and was guided by the theories of transactional distance and interaction, with the latter's extensions. The findings show that the level and strategies of support in administration, academics, and technology determine what transpires as an enabler or a barrier to online learning.

This cross-border narrative analyzes the intercultural perspectives of two doctoral students, one Chinese and the other Italian, who are international doctoral students conducting research in the United States. The first author is doing a doctorate in education in international adult and higher education, while the second author is undertaking a doctorate in adult and community education. Utilizing reflection rooted in Kolb's (1984) model of experiential learning and adopting a collaborative autoethnography framework, the cross-border narrative seeks to draw comparisons between their respective intercultural learning and living experiences. It underscores the interconnectedness of these experiences despite their diverse cultural backgrounds. The reflection contributes to a better understanding of their varied intercultural experiences, leading to the conclusion that self-awareness is the initial step toward improving intercultural competence.

This study examines the use of ChatGPT, in conjunction with other applications, Grammarly and Quillbot, as an automated writing evaluation (AWE) tool in a Recount and Narrative essay course for 18 English as a Foreign Language (EFL) students in Indonesia. The primary objective was to investigate the impact of these tools on the development of learners' feedback literacy. A single, qualitative case study design was employed, gathering students' voices through a semi-structured interview, reflective journals, and artifacts comprising writing e-portfolios and the feedback evidence. The data analysis utilized an inductive deductive approach to identify themes and patterns in the qualitative data. The findings revealed that the AWE tools complemented each other in supporting almost all aspects of students' feedback literacy, with "feedback processing" being the aspect that ChatGPT could potentially enhance or diminish, contingent upon students' feedback-seeking behavior. Furthermore, as the result of the inductive coding of the qualitative data, the study offers an "AWE Tools Integration Framework," namely six elements that educators could consider when incorporating AWE tools, notably generative AI, in their writing classes. This study concluded with a call for greater support of students' digital literacy, equal access to technology, and ethical use of Artificial Intelligence in the classroom.

This article reports on a series of narrative events extracted from an action research methodology that explores teaching practices and pedagogical experiences to foster well-being in English language student-teachers. Although the study adopted an action research methodology, it does not account for the implementation of the pedagogical process per se. Instead, it resorts to its stages (i.e., planning, reflecting, and acting) to situate the narrative events regarding well-being. The study was conducted in a public university in Bogotá, Colombia, exploring the experiences of two student-teachers at the practicum stage. The purpose was to document narrative events concerning teaching practices and pedagogical experiences implemented to foster well-being. These experiences reveal that student pteachers engage in thought-affective pedagogies or pedagogies of well-being that coexist with traditional language pedagogy, although they are not cognitive-oriented pedagogies. Interestingly, student-teachers could engage in more human pedagogical practice to see the other not as a learning object but as someone who feels and requires attention and care.

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of English with little attention to how heritage speakers of languages other than English (LOTE) draw on critical experiences in discursive constructions of self. To address this gap, this study aims to explore the impact of critical experiences in university heritage Spanish speakers' self-narratives. Twenty heritage Spanish students completed a background questionnaire and peer-facilitated, video-recorded interview. Emergent, recurring themes were identified in transcribed interview data following tenets of grounded theory (Charmaz, 2006; Glaser & Strauss, 1967). Findings underscore the key role of positioning (Davies & Harré, 1990) in dynamic conceptions of self, particularly how heritage speakers (re)imagine and discursively construct past, current, and future self-states. Positioning was also linked to agency (Ahearn, 2001) in relation to students' critical reflections on experiences of racialization and resistance to, or reproduction of, dominant language ideologies. Overall, the study provides valuable insights for (heritage) language educators seeking to enact critical pedagogical principles in their classroom and curriculum.Teachin

We, four teachers in Ojibwe or majority-Ojibwe schools and three teachers in teacher preparation at a small ecologically focused liberal arts college, tell stories to reorient ourselves, centering place in ways accessible to our emerging practice. In these narratives, anchored in the seasons, we describe our challenges and successes in adapting education programs to better evoke the lifeways that predominate in our shared part of rural northern Wisconsin immersed in the lands of the Ojibwe. We relied on experiences, both ours and of Ojibwe learners, to illuminate the rhythms of our place and the seasons of learning defined by boreal forest, an inland sea, the sugar bush, and the wild rice harvest, in the hope of better outcomes for Indigenous and non-Indigenous teacher candidates (and their future students) in our evolving program. This narrative work cobbles a frame enabling connection to create rural, fugitive, decolonized teacher preparation that centers respect, reciprocity, and agency.

In the English as a foreign language context of Thailand, students struggle to learn English, but scarcely use it in their daily lives. How a teacher lessens students' suffering caused by this unjust circumstance is worth examining. This study employs a betweener autoethnography as a method of inquiry to investigate my experiences as a Thai English as a foreign language (EFL) teacher who endeavored to bridge the gap between the English lessons and students' real lives in a Thai university context. I analyzed my personal narratives through the lens of reflexivity. The findings reveal three performance events that unfold from my lived experiences. These events include acknowledging students' home languages, adjusting the instructional materials to arouse students' interests, and glocalizing the English language teaching materials. I argue that I was cognizant of how Thai students' knowledge of English could be produced and valued through engagement with the local instead of perpetuating colonial linguistic and social practices. My personal stories also reveal the need to dismantle teaching English as an instrument of empire and disrupt western ideologies that have perpetuated the EFL pedagogy in Thailand.

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.

As textiles continue to feature heavily in discussions of sustainability, and young students continue to be positioned as saviors of the planet, this paper joins the call for assemblage thinking in early years research that decenters humans and foregrounds relationships. What follows is a subset of a larger study, where one preschool classroom engaged with textile themed provocations, and I had the honor of listening deeply to the children. This work borrows from sociomaterialism and artistic listening to consider what themes emerged when I considered child/textile as entangled in meaning making in one senior preschool classroom. I highlight ways in which the themes of "connect," "know," and "perceive" all surface in one richly detailed narrative of children making meaning with textiles. Finally, I offer a way in which research can support this kind of assemblage thinking in the classroom, by looking to relationships between themes and how we might represent those relationships in more nuanced, illustrative ways.

This essay serves as a personal narrative to share experiences and lessons learned in using a sabbatical to form international collaborations for SoTL research. I share my motivations for seeking an international collaboration, explore my predicted and realized benefits, and address challenges encountered including time constraints and administrative barriers.

This paper explored students' experiences in an international virtual student mobility (VSM) program at a Japanese national university implemented in collaboration with partner universities in the Asia Pacific region and Europe. Through students' narratives, the study discerned how students perceive "mobility" and the concept of "international students" after participating in a virtual student mobility program. Findings revealed a tension between students' understanding of "mobility," official narratives, and students' actual experiences. While VSM programs facilitate communication and knowledge exchange across borders and develop cross-cultural communications, prevailing binary definitions in student mobility, such as "inbound" vs. "outbound," "domestic" vs. "international," or "study abroad" vs. "internationalization at home," limit VSM potential to be fully realized. This misalignment of the traditional understanding of student mobility that emphasizes place and borders challenges the official narrative of student mobility and urges educators to re-align and re-frame how we understand "international students."

Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the realities of scholarly publishing. The present study seeks to illuminate that gap through a systematic analysis of the policies and practices of academic journals as they pertain to the publication of reflective writing in SoTL. The ultimate aim of the study is to enable editors to close the gap between belief and practice and empower potential authors to share their reflective teaching and learning practices with others.

This article analyzes the "cuir" identity of an EFL student-teacher within the context of his pedagogical practicum. We adopt the term "cuir" as an analytical category to explore how notions of teacher identity and language pedagogy are mutually constructed. The paper challenges the traditional language pedagogy paradigm and its binary-disciplinary and heterosexist constructions of standardization. The findings documented that the construction of "cuir" emerges from the experiences in the body in oppressive situations. Also, a "cuir" identity is sometimes not risked on certain occasions and, in others, is enacted in transgressive ways through pedagogical practices. This study discusses how the "cuir" can be articulated with education, traditionally seen as a locus for normalization, dis-gendering, and dis-embodiment.

Qualitative research is valuable in medicine because of the deep insights it offers into the social and cultural dimensions of healthcare. Historically, qualitative methods have been influenced by critical theory and have shared its constructivist epistemology and orientation towards social justice. It can be challenging to teach such critical qualitative inquiry to healthcare professionals because its underlying philosophy can seem at odds with the objectivist biological perspective emphasized in medical education. This is unfortunate because several social inequities are perpetuated by modern healthcare systems and critical qualitative inquiry is essential to the project of addressing them. This article argues that Norman Denzin's interpretive autoethnography is a promising method through which educators could introduce healthcare professionals to critical qualitative inquiry. In this method, the author uses the craft of writing creatively about their personal experiences as a tool for cultural interpretation and social justice activism. Such a creative analytic practice might seem alien to many medical professionals. On the other hand, the idea of analyzing their own experiences in detail is likely to feel familiar to them because of the prominence of reflective writing in healthcare professional development practice. This familiarity might make interpretive autoethnography accessible to healthcare professionals and practicing the method could help them to appreciate the value of interpretive writing as a way of investigating sociocultural meaning and promoting just change.

The present article explores the experiences of two international graduate students who studied in the United States and how they dealt with the challenges of living in a new country. The researcher was inspired by Bhabha's (1994) third space theory and aimed to investigate how these students tried to create a space for themselves in the classroom to overcome cultural differences. The data has been collected through in-depth interviews and analyzed using Gee's (2011) discourse analysis method. The study concluded that providing international students with a designated space in the classroom to address their cultural challenges could greatly benefit them, and teachers can actively facilitate this space.

The Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence technology that engages in dialogue with humans, capable of generating formulations in the form of micro-narratives that can be problematized as a learning tool in the virtual space. This research aims to understand how ChatGPT can be used in teacher training as a didactic tool to facilitate learning in the virtual space through micro-narratives. We conducted a qualitative study using an action research approach with Brazilian students from the Graduate Program at the State University of Ceará in Brazil. The research consisted of five phases: diagnosis, which involved a mixed questionnaire to assess prior knowledge about generating micro-narratives using ChatGPT; action planning, which involved developing a training plan; implementation of the action, which included practicing the use of ChatGPT to generate micro-narratives and working with them in a didactic perspective in the virtual space; evaluation, which involved sharing the micro-narratives and engaging in circular discussions about them; and learning, which involved documenting the educational possibilities and limitations of micro-narratives. The results, processed using IRaMuTeQ, showed limited prior knowledge about ChatGPT and the importance of micro-narratives for educational work, as well as their fruitful pedagogical use for learning in the virtual space through conscious utilization.

Talking circles, also known as sharing circles, have been used in ceremonies for hundreds of years. Rooted in Indigenous values and knowledge systems emphasizing interconnectedness and responsibility to community, participants share power through storytelling, empowering each participant to share what they want in a non-judgmental environment, leading to deep, rich, authentic responses from participants. Talking circles can be used for assessment, evaluation, research, discussion, problem-solving, and decision-making. In a study focused on student sense of belonging, participants and I employed talking circles, which changed the dynamic of data collection in ways that focus groups never could. In this article, I center on the differences between focus groups and talking circles, a reflection on the process of utilizing talking circles, and why and how more studies should consider the use of talking circles.

In this article, I detail my journey through which I have experienced phenomenology. The article includes theoretical connections, personal aspirations, methodology, data collection, and themes that I have identified as I analyzed the data. I have deep personal connections to the phenomenon in the study, the journey to becoming a school principal, and I explain how those connections influenced the research design for my study. The stories that were shared with me by the participants, school principals from the elementary and secondary level in Massachusetts, are central to my experiences as a researcher in this project. I have included my reactions to stories from participants to develop perspective into my experience that aligns with my personal aspirations of becoming a school principal. The article contains quotes from the participants and takeaways that have emerged through the course of revisiting and analyzing the array of responses provided. As pressures mount and problems become increasingly complex in education, principals shared the responsibility of remaining responsive to these challenges. Though demands of time, energy, politics, and resources have placed complex issues onto school principals, the positive influences that effective principals have on their students, staff, and community cannot be overstated. As one participant recounted, "As a leader, you have the ability to really make a difference in such a profound, broad way." My hope is that their stories can become part of my story and the stories of other future principals.

This self-reflective article describes my experience as a disabled-Latino faculty member in a teacher preparation program at a minority-serving urban university. This personal narrative of the physical, emotional, attitudinal, and resource aspects of the author's experience highlights barriers and challenges experienced in the educational and working environment while identifying strategies that assisted in overcoming these barriers. The article specifically relates my progression through my teaching career as I encounter issues of equality and diversity. With this article, disabled faculty and other minority groups are encouraged to incorporate practices that encourage teacher candidates to explore teaching practices for diverse populations in urban settings.

Structural equation modeling and autoethnography have rarely been integrated in scientific studies. The example employs a convergent intensive longitudinal data collection strategy and an explanatory bidirectional framework for data merging analysis to examine one instructor's practices of incorporating social-emotional learning (SEL) and mindfulness to reduce burnout. By examining results from the dynamic p-technique (a special case of structural equation modeling) and reflexive journaling resulting in autoethnography, a clearer picture of one faculty member's lived experience emerged. The study concretely demonstrates how structural equation modeling and autoethnography methods can create an integrated, longitudinal picture of reality.

Despite limited opportunities for tenured academic positions, the number of PhD graduates in Social Sciences has steadily risen in countries with developed research systems. The current literature predominantly portrays PhD graduates as victims, either of the higher education system or of their own optimism in pursuing an academic career. This paper takes an alternative stance by spotlighting the agency exhibited by PhD graduates in Social Sciences as they deftly navigate their career pathways amid the constrained academic job market. Specifically, we adopt an ecological perspective of agency to explore how PhD graduates in Social Sciences exercise their agency in navigating their career from the beginning of their PhD candidature until up to 5 years after graduation. We employ a narrative approach to delve into the employment journeys of twenty-three PhD graduates. Within this cohort, we select to report four participants from four Australian universities, each possessing distinct career trajectories. Our analysis highlights agency as the link between various personal and institutional factors that shape our participants' career trajectories. Based on this finding, we offer recommendations for practice and policy changes that appreciate PhD graduates' agency.

This study uses autoethnography to examine the development of and changes in my professional identity through my study and work experiences since I came to Australia from Japan. I am currently an academic teaching Japanese language and research in the field of applied linguistics in an Australian university. I wrote a self-narrative about my experiences and the related emotions covering the time of my arrival in Australia from Japan in 1997. Because teaching and research are the major roles in my current position, I coded the narrative for statements concerning my teacher identity and my researcher identity. After reading the narratives and repeatedly reviewing the coding, I produced stories about my teacher and researcher identities. The development and changes of my professional identity were closely linked to sociopolitical aspects of my work in my immediate teaching and research contexts and to my linguistic and cultural backgrounds. My relationships with students and research colleagues tended to trigger positive emotions and contribute to the development of a positive professional identity, whereas relationships with higher management at the university were likely to cause negative emotions and contribute to the development of a negative professional identity.

Identity research focuses on multiple processes capturing how adolescents form and maintain a sense of self. However, identity content (the "what" of identity) might impact associations between identity and the association with well-being. We examined this potential role of content (i.e., valence and life domain) in two studies, focusing on autobiographical reasoning in written narratives (i.e., self-event connections), educational identity commitment and exploration processes, and measures of general and domain-specific functioning. Study 1 (N = 180, M[subscript age] = 14.7) and Study 2 (N = 160, M[subscript age] = 13.1) provided little evidence for the hypothesized role of identity content, but moderation analyses in Study 1 showed that self-event connections were more strongly related to life satisfaction in narratives about relational events than other events. These findings suggest a more fine-grained approach is needed to capture the role of identity content.

Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructural elements (except for the mean length of utterance) were similar across the book and movie conditions. Differences in word choice, such as the use of action verbs, were evident. Macrostructural differences between book and movie conditions were insignificant regarding story grammar elements. However, movies, being visually engaging, potentially enhance the inclusion of characters, settings, plot, and actions. This research illuminates narrative assessment considerations, emphasizing technology's role in enhancing options for assessment for DHH children.

Although formulating a broadly accepted definition of scientific literacy may be challenging, it is widely recognized that Nature of Science (NOS) is an essential component of it. There are different ways to define NOS. In some cases, NOS can be conceptualized through a number of general NOS aspects like for instance science's empirical basis or tentativeness. This approach in NOS teaching and learning is considered to be helpful for advancing students' understanding about NOS. Moreover, it has been suggested that history of science, and more specifically narratives informed by the history of science, can be very well used to explicitly and systematically highlight general NOS aspects. Thus, this paper reports on two "fiction talk stories" that we created considering the history of the super-organismic-plant-community concept and the critique against it. Our stories, "Inspiration cannot wait" and "Panta rhei," set focus on the creativity involved in scientists' work, the distinction between observation and inference, and the tentativeness of science. In this paper, we (a) discuss fiction talk stories as a type of narratives used in educational contexts, (b) highlight the historical background of "Inspiration cannot wait" and "Panta rhei" and present the narratives themselves, (c) discuss them in terms of their essential features and the strategies we considered, and (d) we make some final remarks.

Understanding experiences in online educational settings is crucial to improving teaching and learning. The purpose of this paper is to describe "Narrative Inquiry" as a research methodology that has the potential create the relational opportunities necessary to understand experiences in online learning environments. In this article, I use an example from research conducted in a special educational setting to overview narrative inquiry methodology, explain its theoretical underpinnings, and highlight its potential to enhance current knowledge of how individuals live alongside one another in online educational settings. I will also explain how narrative inquiry can support the development of new insights about time and engagement in online learning. Then I address how narrative inquiry has the potential to advance equitable research practices in these settings. Finally, I offer suggestions for future research projects that leverage the conceptual strengths and methodological tools of narrative inquiry.

This article presents autoethnographic short stories that describe an early childhood education and care (ECEC) centre director's work for one year in a municipality in Finland. The purpose of this article is to provide a glimpse into what it is like to enter into an ECEC director position and live everyday ECEC life with economic data that are produced by frequently fluctuating child-staff ratios. This study contributes to a better understanding of the transformational implications of datafication by providing insight into affective interrelations held together by economic aspirations. It shows that datafication is a powerful tool to affect and to be affected in the female-dominated care work of ECEC. The study highlights the possibilities of using an autoethnographic analysis to recognise how data affect the body in data dominated ECEC and how to utilise this very recognition as resistance.

We joined this collaborative space as colegas and friends, who come from diverse personal and professional backgrounds and have connected to Early Childhood Education and Care (ECEC) in various ways. When we asked ourselves what it means to reconceptualize ECEC, we began with situating this idea within our own childhood, familial, and professional lived experiences, and based on these, how they have inspired us to dream for more just futures, particularly for children who are Black, Indigenous, and People of Color. In this collective dreaming piece, we imagine a different reality, transforming how education and society engage with the children in our educational care. Through the act of going back in time, stories are affirmed and validated, knowing we are, and were not, alone when it came to experiencing white supremacy and Anti-Blackness in education. While we cannot do much to change the past, we engage and connect through a sisterhood, and in our commitments to social justice in education, in the present and future.

This essay brings together three intergenerational colleagues, two RECE founders, and a mid-career colleague, engaged in reciprocal mentorship, collaborative projects, and research focused on child care, critical policy studies, and global childhoods. We explore our encounters with RECE and how we have engaged with, been influenced by, and found various collaborative spaces through our reconceptualist/RECE experiences. In our dialogue, we discuss how we came to engage with reconceptualist scholarship and consider one of its tenets, reciprocal mentoring. We reflect on how the DAP debates have and still play a role in our scholarship, how naming and countering deficit discourse influence our work in early years policy, and the ways children's voices, experiences, and participation rights need to be centered. We conclude by discussing current projects and future possibilities in our shared and individual work, exploring the implications for scholar activism and the future of reconceptualist work in early care and education.

In this article, we enact a partial cartographic storying of reconceptualist turns in our work. We do this by situating ourselves in relation to each other and our work across time as a mode of tracing the (situated) possibilities that these turns have enacted for children-in-relation with worlds. In enacting this dialogic and cartographic storying, we collaborate in a way that is inspired by Black methodologies. This means that we intentionally think with liberatory possibilities in our work in early childhood education research and practice across modalities, disciplines, temporalities and geographies. Importantly, like Black methodologies this co-theorizing is also ontological; it is inseparable from our own relational becomings. Following an anticolonial ethos, we are interested in the liberatory potentials of our work, at multiple scales and in different but specific places. We attempt to enact the difficult task of (re)storying our childhood education research and practice in ways that pay attention to the interconnected presences and effects of white supremacy, human supremacy and colonialism, while simultaneously refusing to reinscribe a flattened damage-centred understanding of children, educators and their relational worlds.

This qualitative classroom-based study investigated the writing practices, choices, and reflections of Latinx high school students during an instructional unit on writing testimonio. The study was grounded in a sociocultural theory of writing and draws from LatCrit and testimonio research to understand how writing about self as testimonio shapes the writing practices Latinx, urban mujeres. The study took place in an eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included writing samples, interviews, participant observer memos, and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded researchers and participants the opportunity to co-construct the knowledge gained from the data corpus. Findings focused on the ways participants interacted with the study unit, how they found agency as writers, took pride in their writing, and ownership of the narratives of their communities.