Week 11: Methodologies in International and Cross-cultural Studies
Methodologies in International and Cross-cultural Studies (Narrative Inquiry) (Session 6)
Part Two focused on the concept of Reciprocal Learning and how it has impacted school education and teacher education in Canada and China, which we have called ‘knowing’ (Connelly & Xu, 2019). In Part Three, we focus on adopting narrative inquiry as a methodology in international and intercultural studies: the ‘doing’ part (Connelly & Xu, 2019). Reading this week’s articles will allow you to understand how narrative inquiry has been adopted in school-based research.
Read the articles in response to this week’s questions critically by reflecting on your own learning or teaching experience. We provide additional resources for those of you interested in expanding your knowledge of the Chinese language and culture and/or the English language and Canadian culture.
Readings
Assignments
Infographic Reading Summary or Reflective Summary
You can choose either summarize your reading visually and creatively on one page or write a reflective summary in 2-3 pages (12 Times New Roman, Double Space) based on the provided readings and/or learning resources.
Questions to Consider This Week
1. Why is narrative inquiry important in school-based research?
2. How is the concept of ‘Reciprocal Learning’ reflected and implemented in Khoo’s study (2021)?
Resources for West- East Reciprocal Learning
- Narrative Inquiry Research: Getting Personal:
- Narrative Inquiry
Language and Culture Learning Materials (English/Chinese)
For Non-Chinese native speakers:
- Amazing China-The Louts Terraces | CCTV:
- Amazing China-The Guardian of the Desert: Populus Euphratica | CCTV:
- Amazing China-Yardang Kingdom Sculpted by the Wind | CCTV:
For Non-English native speakers:
- Worlds Collide | Canada: The Story of Us, Full Episode 8:
