Article published in:Learning and Teaching Narrative Inquiry: Travelling in the Borderlands
Edited by Sheila Trahar
[Studies in Narrative 14] 2011
► pp. 69–84
Teaching narrative inquiry in the Chinese community
A Hong Kong perspective
While narrative inquiry has become a significant voice in the educational field in Europe and North America, its development is just beginning in the Chinese communities including Mainland China, Taiwan and Hong Kong. It is interesting to see how narrative inquiry has been developing in these places with different language and cultural backgrounds in recent years. In this chapter, we will examine this development from our vantage point in Hong Kong and share our own experience in using and teaching narrative inquiry in teacher education. We have tried to promote narrative inquiry in three ways: as a tool for research or inquiry, as a medium for teacher professional development, and as a teaching strategy. In the light of our experience on teaching narrative inquiry in the teacher education context, we also share our reflections and concerns in creating a space for its development in both Hong Kong and other regions in the Chinese landscape.
Published online: 09 August 2011