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Narrative learning through life: Kenyan teachers’ life-stories and narrative learning, and what this means for their relation to the teaching profession

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  • Dahl, Kari Kragh Blume

Abstract

This article explores four Kenyan primary school teachers’ life-stories and narrative learning through living and telling stories about their lives from 2000 to 2011, and what this means for their relation to the teaching profession. Evidence suggests that narrative learning manifests as altered professionalism ‘in’ and ‘through’ the stories teachers tell about their lives and depends on ruptures in lived life, followed by periods of transition in life-stories. Teachers also learned narratively by recounting their life-stories. Thus, narrative learning is an important learning site and a resource for professional development in addition to pre-service teacher education.

Suggested Citation

  • Dahl, Kari Kragh Blume, 2015. "Narrative learning through life: Kenyan teachers’ life-stories and narrative learning, and what this means for their relation to the teaching profession," International Journal of Educational Development, Elsevier, vol. 40(C), pages 145-155.
    • Handle: RePEc:eee:injoed:v:40:y:2015:i:c:p:145-155
    DOI: 10.1016/j.ijedudev.2014.10.006
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    1. Karsten Hundeide, 2001. "Reactivation of Cultural Mediational1 Practices," Psychology and Developing Societies, , vol. 13(1), pages 1-24, March.
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