- Title
- Teacher pedagogies of dialogic imagination - A narrative inquiry
- Creator
- Zibell, Linda
- Date
- 2016
- Type
- Text; Thesis; PhD
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/157642
- Identifier
- vital:11667
- Identifier
- https://library.federation.edu.au/record=b2721695
- Abstract
- This thesis is a narrative inquiry to investigate teachers’ meanings for imagination and its potency for teaching and learning. Six teachers who identified it as central to their practice shared stories of how imagination is an effective pedagogy through in-depth, semi-structured interviews. Imagination is a living, mercurial phenomenon contested in philosophical circles yet taken-for-granted amongst the populace. Consequently, imagination in teaching and learning is under researched and widely regarded as mere decoration - helpful for engagement but unrelated to cognition. The literature review situates the research in international discussions concerning imagination’s value for teaching and learning. Several conceptualisations of meaning for imagination lead to a theoretical framework which re-conceptualises Bakhtin’s dialogic imagination and combines his philosophy of discourse with Ricoeur’s philosophy of imagination, and Brockmeier’s narrative imagination. Data analysis to compare and contrast the teachers’ meanings to the framework strongly suggests that, contrary to existing stereotypes, imagination is cognitive: it catalyses metaphoric meaning-making events as dialogic imagination. Since an open living discourse and narrative imagination are conditions for such meaning events, the teachers’ pedagogical choices are consequently rational and supportive of learning. Australian educational policy-makers have increasingly leveraged a closed classroom discourse over past decades: teachers must ensure students comply with national testing regimes that demand monologic responses tied to finalised syllabus requirements. Over that period students’ accomplishment has either seriously declined or flatlined. The teachers in this narrative inquiry keep living discourse and imagination open and alive but in spite of, not because of existing policy: the research presented here permits their understandings and professional art to be given voice in educational debates on effective teaching. I conclude policy makers might seriously consider the impacts of policy dynamics and whether they are slowly suffocating opportunities for a living atmosphere that invites imagination – a powerhouse of learning – into their lives.; Doctor of Philosophy
- Publisher
- Federation University Australia
- Rights
- Copyright Linda Zibell
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- Teacher pedagogies; Narrative inquiry; Imagination
- Full Text
- Thesis Supervisor
- Brass, Kate
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