Article published In:
Narrative InquiryVol. 13:2 (2003) ► pp.269–286
Narratives of ‘experience’ and pedagogical practices
Erica Burman |
Discourse Unit/Women's Studies Research Centre, Manchester Metropolitan University, UK
Cited by
Cited by 12 other publications
Burman, Erica
2006. Emotions and reflexivity in feminised education action research. Educational Action Research 14:3 ► pp. 315 ff. 
Burman, Erica
2009. Beyond ‘emotional literacy’ in feminist and educational research. British Educational Research Journal 35:1 ► pp. 137 ff.
de Freitas, Elizabeth & Jillian Paton
2009. (De)facing the Self. Qualitative Inquiry 15:3 ► pp. 483 ff.
Freitas, Elizabeth De
2007. Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text. Interchange 38:4 ► pp. 335 ff.
Lindsay, Gail, Louise Kell, Jennifer Ouellette & Holly Westall
2010. Using ‘I’ in scholarly writing: how does reflecting on experience matter?. Reflective Practice 11:3 ► pp. 271 ff.
Mariskind, Clare
2013. ‘Always allowing the voice’: expectations of student participation and the disciplining of teachers' practice. Teaching in Higher Education 18:6 ► pp. 596 ff.
McCormack, Coralie
2009. Stories return personal narrative ways of knowing to the professional development of doctoral supervisors. Studies in Continuing Education 31:2 ► pp. 141 ff.
Orland-Barak, Lily & Ditza Maskit
2011. Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching 17:4 ► pp. 435 ff.
Rodriguez, Terri L., Laura Mahalingappa, Megan Evangeliste & Lauren Thoma
2018. Educators Must Be Activists: Advocating for Muslim Students. The European Educational Researcher 1:2 ► pp. 117 ff.
Sandström, Niclas, Kirsi Sjöblom Mälkki, Kaisu Mälkki & Kirsti Lonka
2013. The Role of Physical, Social and Mental Space in Chemistry Students’ Learning. The European Journal of Social & Behavioural Sciences 6:3 ► pp. 537 ff.
Squire, Corinne
2005. Reading Narratives. Group Analysis 38:1 ► pp. 91 ff.
Stewart, Catherine & Caroline Walker‐Gleaves
2020. A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers. British Journal of Special Education 47:3 ► pp. 350 ff.
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