A narrative inquiry into fishermen’s experience-based knowledge
The context of this article is a science teacher educator’s interest in experience-based learning. This led her to an exploration of the experience-based knowledge of five elderly professional fishermen in the small fishing community of Mausund in Norway. The research question guiding the article is...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Cappelen Damm Akademisk NOASP
2022-09-01
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| Series: | Journal for Research in Arts and Sports Education |
| Subjects: | |
| Online Access: | https://jased.net/index.php/jased/article/view/3287/7705 |
| _version_ | 1811180817864458240 |
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| author | Hilde Ervik Tone Pernille Østern Alex Strømme |
| author_facet | Hilde Ervik Tone Pernille Østern Alex Strømme |
| author_sort | Hilde Ervik |
| collection | DOAJ |
| description | The context of this article is a science teacher educator’s interest in experience-based learning. This led her to an exploration of the experience-based knowledge of five elderly professional fishermen in the small fishing community of Mausund in Norway. The research question guiding the article is: How can professional fishermen’s experience-based knowledge be explored through narrative inquiry? As a conclusion, embodied culture or a lived community of practice with a clear social dimension is highlighted as a way of becoming a fisherman that the use of narrative inquiry methodology helps to become articulated and thereby visible as knowledge. This embodied culture and lived community of practice with a clear social dimension has not only shaped the fishermen’s knowledge about fishing, but also their attitude to narration, to storytelling. They are brought up in a culture in which talking and telling is neither expected nor encouraged, which influences the interviews. The fishermen are not unwilling to tell, but they are not used to thinking about their own knowledge as fishermen, as knowledge. Little by little, through the interviews, their experience-based knowledge is narrated and articulated. In other words, the narrative inquiry methodology opens for embodied culture being articulated, visible as knowledge, and thereby possible to discuss as valuable within science education. |
| first_indexed | 2024-04-11T09:09:46Z |
| format | Article |
| id | doaj.art-bf23ba959d0043deaf3371b9692cafe6 |
| institution | Directory Open Access Journal |
| issn | 2535-2857 |
| language | Danish |
| last_indexed | 2024-04-11T09:09:46Z |
| publishDate | 2022-09-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Journal for Research in Arts and Sports Education |
| spelling | doaj.art-bf23ba959d0043deaf3371b9692cafe62022-12-22T04:32:32ZdanCappelen Damm Akademisk NOASPJournal for Research in Arts and Sports Education2535-28572022-09-0164435810.23865/jased.v6.3287jased.v6.3287A narrative inquiry into fishermen’s experience-based knowledgeHilde ErvikTone Pernille ØsternAlex StrømmeThe context of this article is a science teacher educator’s interest in experience-based learning. This led her to an exploration of the experience-based knowledge of five elderly professional fishermen in the small fishing community of Mausund in Norway. The research question guiding the article is: How can professional fishermen’s experience-based knowledge be explored through narrative inquiry? As a conclusion, embodied culture or a lived community of practice with a clear social dimension is highlighted as a way of becoming a fisherman that the use of narrative inquiry methodology helps to become articulated and thereby visible as knowledge. This embodied culture and lived community of practice with a clear social dimension has not only shaped the fishermen’s knowledge about fishing, but also their attitude to narration, to storytelling. They are brought up in a culture in which talking and telling is neither expected nor encouraged, which influences the interviews. The fishermen are not unwilling to tell, but they are not used to thinking about their own knowledge as fishermen, as knowledge. Little by little, through the interviews, their experience-based knowledge is narrated and articulated. In other words, the narrative inquiry methodology opens for embodied culture being articulated, visible as knowledge, and thereby possible to discuss as valuable within science education.https://jased.net/index.php/jased/article/view/3287/7705narrative inquiryscience educationfishermen’s experience-based learninglearning in communities of practiceembodied culture |
| spellingShingle | Hilde Ervik Tone Pernille Østern Alex Strømme A narrative inquiry into fishermen’s experience-based knowledge Journal for Research in Arts and Sports Education narrative inquiry science education fishermen’s experience-based learning learning in communities of practice embodied culture |
| title | A narrative inquiry into fishermen’s experience-based knowledge |
| title_full | A narrative inquiry into fishermen’s experience-based knowledge |
| title_fullStr | A narrative inquiry into fishermen’s experience-based knowledge |
| title_full_unstemmed | A narrative inquiry into fishermen’s experience-based knowledge |
| title_short | A narrative inquiry into fishermen’s experience-based knowledge |
| title_sort | narrative inquiry into fishermen s experience based knowledge |
| topic | narrative inquiry science education fishermen’s experience-based learning learning in communities of practice embodied culture |
| url | https://jased.net/index.php/jased/article/view/3287/7705 |
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