• Respect and Obedience in the Culture of Education: A Narrative of Transformative Journey in Viewing a Lifelong Practice in Indonesia.

      Sukmantari, Putri
      This self-narrative retells stories that attempt to make sense of my cultural practice called salim—kissing the hand of teachers, the elderly, and powerful people to show respect. The evident purpose is to instill respect, however, I come to an understanding that respect should be a choice, and if there is no choice, it serves the purpose of implanting obedience. In Indonesian schools, students line up every morning to do salim to teachers, much like an assembly line. Clandinin and Connelly (2000) elucidated how narrative inquiries are always strongly autobiographical and unique. These stories are those I have experienced, witnessed, told, and reflected to achieve transformative learning. I narrated how I was the oppressed, the oppressor and in most times, both. The intent of this paper is not to eliminate the practice, but to awaken awareness of educators to see whether they have earned such respect.
    • Ties From My Father: Personal Narrative as a Tool for Engaging Teenagers and Social Service Practitioners

      Pozeg, Robert (2014-01-20)
      The purpose of this project is to provide social service practitioners with tools and perspectives to engage young people in a process of developing and connecting with their own personal narratives, and storytelling with others. This project extensively reviews the literature to explore Why Story, What Is Story, Future Directions of Story, and Challenges of Story. Anchoring this exploration is Freire’s (1970/2000) intentional uncovering and decoding. Taking a phenomenological approach, I draw additionally on Brookfield’s (1995) critical reflection; Delgado (1989) and McLaren (1998) for subversive narrative; and Robin (2008) and Sadik (2008) for digital storytelling. The recommendations provided within this project include a practical model built upon Baxter Magolda and King’s (2004) process towards self-authorship for engaging an exercise of storytelling that is accessible to practitioners and young people alike. A personal narrative that aims to help connect lived experience with the theoretical content underscores this project. I call for social service practitioners to engage their own personal narratives in an inclusive and purposeful storytelling method that enhances their ability to help the young people they serve develop and share their stories.