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Narrative Inquiry:

Narrative Inquiry:. Demonstrating critical reflection in arts-based cultures of inclusive learning. Dr. Lorna Ramsay Dr. Susan Barber Simon Fraser University Vancouver BC Canada. There must be beauty. Presentation of sensa. imagined synesthetic purpose. Imagined synaesthetic purpose.

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Narrative Inquiry:

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  1. Narrative Inquiry: Demonstrating critical reflection in arts-based cultures of inclusive learning Dr. Lorna Ramsay Dr. Susan Barber Simon Fraser University Vancouver BC Canada

  2. There must be beauty

  3. Presentation of sensa

  4. imagined synesthetic purpose Imagined synaesthetic purpose

  5. Body narrative untold

  6. Art becomes drudgery Rapture is ruptured in rage

  7. relentless crash of blind sound Relentless crash of blind sound

  8. Beauty is still-framed Beauty is still-framed completion completion without time and out of time

  9. without time and out of time

  10. Interpretations

  11. Multimodal texts and untexts

  12. Smell of trust Touch electric With a dusting of hope

  13. Reference Abram, D. (1996). The spell of the sensuous. New York: Random House.Abram, D. (2011). Becoming animal: An earthly cosmology. New York: Random House. Aoki, T. (1996). Spinning inspirited images during planned and live(d) curricula. Fine [The Alberta Teacher’s Association], Fall, 7-14. Berman, L., Hultgren, F., Lee, D., Rivkin, M., & Roderick, S. (1991). Towards curriculum for being: Voices of educators [in conversation with Ted Aoki. Foreword by C. Stimpson]. Albany, NY: University Press. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass. Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston, MA: Houghton Mifflin. Egan, K. (1986). Teaching as Storytelling: An alternative approach to teaching and curriculum in elementary school. Chicago: University of Chicago Press. Happé. F., Ronald, A. & Plomin, R. (2006). Time to give up on one explanation for autism. Nature Neuroscience. Vol. 9, No. 10, 1218-1220.

  14. Happé, F. & Frith, U. (2009). The beautiful otherness of autism. Philosophical Transactions of the Royal Society B Biological Sciences, April. Retrieved March 29, 2017 http://rstb.royalsocietypublishing.org/content/364/1522/1345 Happé, F. & Vital, P. (2009). What aspects of autism predisposes to talent. Philosophical Transactions of the Royal Society B Biological Sciences. April. Retrieved March 29, 2017 http://rstb.royalsocietypublishing.org/content/364/1522/1369 Kensinger, E. (2007). Negative emotions enhance memory accuracy: Behavioral and neuroimaging evidence. Current Directions in Psychological Science, 16(4), 213–218. LeDoux, J. E. (1996). The emotional brain. New York: Simon & Schuster. LeDoux, J. E. (2002). Synaptic self: How our brains become who we are. New York: Penguin. Lee, E. (2015). Doing culture, doing race: everyday discourses of ‘culture’ and ‘cultural difference’ in the English as a second language classroom, Journal of Multilingual and Multicultural Development, Vol.36, No.1, 80-93. Leggo, C. (2008). Narrative inquiry: Attending to the art of discourse. Language and Literacy, 10 (1), 1-21. Leggo, C. (2013). Exploring processes and products of learning. In K. James, T. M. Dobson, C. Leggo, English in middle and secondary classrooms: Creative and critical advice from Canada’s teacher educators (pp. 179-191). McKenzie, J. (2001). Perform or else: From discipline to performance. London and New York: Routledge. Myles, B. & Southwick, J. (2005). Asperger Syndrome and difficult moments: Practical solutions for tantrums, rage, and meltdowns. Shawnee Mission: Kansas: Autism Asperger Publishing Co.

  15. Noddings, N. A. (1991). Stories lives tell: Narrative and dialogue in education. New York: Teachers College Press. OCED (2011) “Finland slow and steady reform for consistently high results” in Lessons for PISA for the United States, OECD Publishing. Retrieved February 14, 2017http://dx.doi.org/10.1787/9789264096660-6-en Orth, J. (2005). Music therapy with traumatized refugees in a clinical setting. Voices. Vol. 5, No. 2. Richmond, S. & Snowber, C. (2009). Landscapes of aesthetic education. Newcastle Upon Tyne: Cambridge Scholars Press. Rorty, R. (1979). Philosophy and the mirror of nature. Princeton: Princeton University Press. Skidmore, J. (2016). From discord to harmony: How Canadian music educators can support young Syrian refugees through culturally responsive teaching. Canadian Music Educator, Spring, 7-14. Tutu, D. (2000). ​ No future without forgiveness. New York: Doubleday. Uguak, U. (2010). The importance of psychological needs for the Post Traumatic Stress Disorder (PTSD) and displaced children in school. Journal of Instructional Psychology, Vol. 37, No. 4, 340-351. van Manen, M. (1997). Researching lived experience. London, Ontario, Canada: Althouse Press. We are here now: Art & stories by child refugees in Surrey. Retrieved March 22, 2017 http://www.surrey.ca/files/Art_and_Stories_by_Child_Refugees_in_Surrey_2014.pdf. Wing, L. (1996). The handicaps of autistic children – a comparative study, Journal of Child Psychology and Psychiatry, Vol.10, No. 1, 53–67. Zander, J. (2007). Tell me a story: The power of narrative in teaching art. Studies in Art Education, Vol. 48, No. 2, 189-203.

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