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The Resource Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop, by Shonna R. Crawford

Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop, by Shonna R. Crawford

Creator
Author
Contributor
Summary
This paper illuminates the possibilities of thinking with poststructural theory when storying an emerging process of engaging in research with young children. The purpose of this paper is to describe processes, tensions, and imaginings while infusing poststructural theories into conversations with data (Deleuze & Guattari, 1987; Lenz Taguchi, 2010; Olsson, 2009). Currently much of early childhood literacy research (Park, 2011; Scull, Nolan & Raban, 2013; Vera, 2011) reports outcome-based findings and implications. While this research is informative, the emphasis is often on children as subjects and/or products/performances resulting from the research. In our narrative inquiry, we (first grade students, teacher, myself) worked together to explore ways students participated in a narrative inquiry about reading during reading workshop. While researching we experienced the ebb and flowshifts and changes, tensions and challenges, joys and imaginingsof what it meant to participate in research. Thinking rhizomatically with our stories illuminated ways these shifts were initiated by lines of flightdepartures from the norm (Deleuze & Guattari, 1987; Kuby, 2013; Leander & Rowe, 2006). Lines of flight created new trajectories for our research including new ways of participating as we worked toward non-hierarchical relationships with young students. The improvisational nature of participation prompted an imaginative storying of our research through a jazz metaphor. This metaphor revealed relational improvisation with people and with materials as productive for students, teacher, and researcher as we produced our research. Ultimately our research invites practitioners and researchers to embrace teaching as an art, and learning as aesthetic experience
Language
eng
Work
Publication
Extent
1 online resource (xx, 322 pages)
Note
  • "A dissertation Presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
  • Dissertation advisor: Carol Gilles
  • Includes vita
Instance
Label
Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop
Title
Imagining and improvising with theory and practice
Title remainder
a narrative inquiry with first grade students during reading workshop
Statement of responsibility
by Shonna R. Crawford
Creator
Contributor
Author
Thesis advisor
Subject
Genre
Language
eng
Summary
This paper illuminates the possibilities of thinking with poststructural theory when storying an emerging process of engaging in research with young children. The purpose of this paper is to describe processes, tensions, and imaginings while infusing poststructural theories into conversations with data (Deleuze & Guattari, 1987; Lenz Taguchi, 2010; Olsson, 2009). Currently much of early childhood literacy research (Park, 2011; Scull, Nolan & Raban, 2013; Vera, 2011) reports outcome-based findings and implications. While this research is informative, the emphasis is often on children as subjects and/or products/performances resulting from the research. In our narrative inquiry, we (first grade students, teacher, myself) worked together to explore ways students participated in a narrative inquiry about reading during reading workshop. While researching we experienced the ebb and flowshifts and changes, tensions and challenges, joys and imaginingsof what it meant to participate in research. Thinking rhizomatically with our stories illuminated ways these shifts were initiated by lines of flightdepartures from the norm (Deleuze & Guattari, 1987; Kuby, 2013; Leander & Rowe, 2006). Lines of flight created new trajectories for our research including new ways of participating as we worked toward non-hierarchical relationships with young students. The improvisational nature of participation prompted an imaginative storying of our research through a jazz metaphor. This metaphor revealed relational improvisation with people and with materials as productive for students, teacher, and researcher as we produced our research. Ultimately our research invites practitioners and researchers to embrace teaching as an art, and learning as aesthetic experience
Cataloging source
MUU
http://library.link/vocab/creatorName
Crawford, Shonna R
Degree
PhD
Dissertation note
Thesis
Dissertation year
2015.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Gilles, Carol
http://library.link/vocab/subjectName
  • School children
  • Reading (Elementary)
  • Education, Elementary
  • Narrative inquiry (Research method)
Label
Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop, by Shonna R. Crawford
Instantiates
Publication
Copyright
Note
  • "A dissertation Presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
  • Dissertation advisor: Carol Gilles
  • Includes vita
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
960910026
Extent
1 online resource (xx, 322 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations (chiefly color)
Specific material designation
remote
System control number
(OCoLC)960910026
Label
Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop, by Shonna R. Crawford
Publication
Copyright
Note
  • "A dissertation Presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
  • Dissertation advisor: Carol Gilles
  • Includes vita
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
960910026
Extent
1 online resource (xx, 322 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations (chiefly color)
Specific material designation
remote
System control number
(OCoLC)960910026

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