Opening the learning space: Giving primacy to students' stories of experience

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter suggests that there is value in placing a primacy on the stories of student experience in higher education classrooms. Student storytelling and listening holds potential to deepen students' understandings of the course content and foster new connections. Ways to hold the learning space that will foster student storytelling, listening, and exploration are considered. Instructional issues of directionality of instruction and control are considered. Also discussed are some foundational practices for liberating psychosocial spaces and the notion of formlessness. The chapter attempts to balance conceptual thoughts with some practical ideas that readers can begin to customize and apply in the context of their practice. Suggestions for future research are also included.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Teaching and Learning in K-20 Education
PublisherIGI Global
Pages201-213
Number of pages13
ISBN (Electronic)9781466642508
ISBN (Print)1466642491, 9781466642492
DOIs
StatePublished - Jun 30 2013

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)
  • Economics, Econometrics and Finance(all)
  • Business, Management and Accounting(all)

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  • Cite this

    Tyler, J. A. (2013). Opening the learning space: Giving primacy to students' stories of experience. In Handbook of Research on Teaching and Learning in K-20 Education (pp. 201-213). IGI Global. https://doi.org/10.4018/978-1-4666-4249-2.ch012