Author Biography
Dr. Khan has earned his Ph.D. (in Education) from the Aga Khan University, Karachi, Pakistan. He is currently working as an Assistant Professor at the Department of Educational Development, University of Baltistan, Skardu, Pakistan.
Theresa Austin is a Professor at UMass - Amherst's School of Education in the Language, Literacy and Culture Concentration of the Teacher Education & Curriculum Studies Department. Her transnational scholarship addresses ethnolinguistic and crosscultural issues in planning language and literacy curriculum, teacher inquiry, technology assisted learning, assessment and evaluation for learning second and world languages (African American English, ESL/EFL, Spanish, Japanese, etc.). She conducts sociohistorical research, ethnographies of communication, narrative and critical discourse analysis for inquiry to responsibly address the instructional needs of diverse, historically underserved communities.
Abstract
University faculty members always learn through their collaborative engagement in teaching and research. This article reports on collaborative efforts between a Pakistani and US university professor to develop and teach a graduate seminar on narrative inquiry. We used a self-study approach to record, analyze, and report on our experience of teaching narrative inquiry in a graduate research course. We used our reflective journals, course outline, course description, session plans, class-notes, and students’ reflections as data for analysis. As a result, we developed our analytical stories of experiences under several themes.
Findings showcase insights arising from philosophical (ontological and epistemological) underpinnings, moral and ethical boundaries, and instruction-relate challenges. These are interconnected and interdependent issues that can inform narrative educators. Our collaborative and collegial approach was instrumental to facilitate learning in the classroom. The article also highlights certain pertinent implications related to teaching and learning of narrative inquiry.
DOI
https://doi.org/10.5038/2379-9951.3.2.1087
Recommended Citation
Khan, Haji Karim and Austin, Theresa Y.
(2018)
"Collaborating across National Boundaries for Narrative Teaching and Learning,"
Journal of Practitioner Research: Vol. 3
:
Iss.
2
, Article 4.
https://doi.org/10.5038/2379-9951.3.2.1087
Available at: https://digitalcommons.usf.edu/jpr/vol3/iss2/4
