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An Anatomy of Narrative Curricula

Ontario Institute for Studies in Education, University of Toronto, Department of Curriculum, Teaching and Learning, 252 Bloor Street, W., Toronto, Ontario, Canada M5S 1V6; cconle{at}oise.utoronto.ca. Her research interests include narrative inquiry, the moral quality of experiential narratives, and narrative curricula in preservice teacher education

As curricular qualities of various narrative practices become more diverse and widely established, a clearer understanding of their particular nature and function should accompany their use. This article reviews rather far-flung practices in relation to the particular narrative functions on which they rely. The author uses Schwab’s commonplaces as common denominators that cut across practices to determine different locations for curricular gain. Then, without wanting to tear apart what is essentially a holistic phenomenon, the author looks at narrative curricula through three different lenses, named by Genette (1980) "narrative," "story," and "narrating." These facets of narrative are highlighted in different ways in various curricula, prompting different forms of narrative engagement. They help locate and distinguish different outcomes.

Educational Researcher, Vol. 32, No. 3, 3-15 (2003)
DOI: 10.3102/0013189X032003003


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