Storytelling from work experience serves as a key vehicle of knowledge production and communication in adult classroom quasi-communities¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A large portion of shared knowledge in the quasi-community took the form of articulated personal experiences (stories) that contextualized knowledge in workplace practice. → Emad 2016

Evidence¶

Emad 2016¶

Emad, G. R., & Roth, W.-M. (2016). Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education. Instructional Science. https://doi.org/10.1007/s11251-016-9386-9

q2 · i? · qualitative · r2

Ethnographic analysis of classroom discourse in the mariners' course found storytelling, e.g. a marine carpenter explaining the three-four-five triangle from squaring work, contextualized knowledge; the authors report "The stories' contents were related to the classroom community's concerns and the problem at hand."

"A large portion of knowledge and competencies shared by the course participants was not explicit or in the form of abstract knowledge but mostly their articulated personal experiences in the form of stories."

Discussion¶

Related Claims¶

• Mastery in a quasi-community is dynamically and relatively distributed rather than structured as stable core-periphery hierarchy — related
• Early realization of a shared object/motive bonds adult course participants into a quasi-community — related
• Narrative and storying genres in educational inquiry risk disempowering the very people they claim to empower — related
• Storying is socially and politically non-neutral: it privileges some storylines and silences others — related
• Participation in the quasi-community pedagogy was followed by very high success in the certification examination — related