Narrative in school and out-of-school contexts: New narrative reality, teenagers’ literacy practices, and language education
Submitted by:
Nikos Papadopoulos
Abstract:
Abstract
This dissertation explores the concept of narrative as it is realized both within and beyond the school context, drawing on sociolinguistic and discourse-analytic narrative traditions (De Fina, 2021; Giaxoglou & Georgakopoulou, 2021). It also integrates perspectives from critical discourse analysis, social semiotics, and New Literacy Studies to provide a comprehensive theoretical foundation. Despite increasing interest in literacy practices, few studies have systematically compared educational approaches to narrative with teenagers' out-of-school storytelling engagement. Against this backdrop, the study aims to critically illuminate the evolving narrative landscape at the intersection of school and out-of-school contexts, addressing a significant gap in the literature. Specifically, it explores: (a) the nature of literacy experiences fostered through narrative instruction, (b) the semiotic resources and affordances employed, (c) how teenage agency is enacted in different narrative engagement contexts, and (d) the interplay of local and global discourses in shaping pedagogical and vernacular narrative practices. Employing a multiple case study approach (Yin, 2018), the research focuses on four students and four teachers. Following ethnographic principles, data is collected in situ through classroom observations, field notes, teaching materials, and semi-structured interviews. In out-of-school contexts, data is gathered via social media monitoring, digital diaries, audio recordings of narrative engagement sessions, and additional semi-structured interviews. Nexus analysis (Hult, 2017; Scollon & Scollon, 2004) serves as the analytical framework for examining narrative practices across contexts. Preliminary findings underscore the need for continued exploration and a more comprehensive mapping of the complex interplay between in-school and out-of-school literacy practices (Bulfin & Koutsogiannis, 2012), emphasizing both continuities and discontinuities. Rather than merely advocating for the integration of out-of-school literacy practices into the classroom, this study critically examines narrative practices across contexts, providing insights into how pedagogical approaches and future educational policies can be refined. By addressing the interconnection between education and social reality, the research advocates for a holistic and critical approach to narrative literacy, with broader implications for fostering engaged and literate citizens.
References
Bulfin, S., & Koutsogiannis, D. (2012). New Literacies as Multiply Placed Practices: Expanding Perspectives on Young People’s Literacies Across Home and School. Language and Education, 26(4), 331–46.
De Fina, A. (2021). Doing narrative analysis from a narratives-as-practices perspective. Narrative Inquiry, 31(3), 49-71.
Giaxoglou, K., & Georgakopoulou, A. (2021). A narrative practice approach to identities: small stories and positioning analysis in digital contexts. In M. Bamberg, C. Demuth & M. Watzlawik (Eds.), Cambridge Handbook of Identity. Cambridge Handbooks in Psychology (σσ. 241–261). Cambridge University Press.
Hult, F., M. (2017). Nexus analysis as scalar ethnography for educational linguistics. In M. Martin-Jones & D. Martin (Eds.), Researching Multilingualism: Critical and Ethnographic Perspectives, (σσ. 89–104). Routledge.
Scollon, R., & Scollon, S., W. (2004). Nexus Analysis: Discourse and the Emerging Internet. Routledge.
Yin, R., K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Sage.
Short Bio
PhD Student, Aristotle University of Thessaloniki, Greece
Email: nikospap59@gmail.com
T: (+30)6979951860
Nikos Papadopoulos is a secondary education Greek language teacher and a PhD Candidate in Educational Linguistics at Aristotle University of Thessaloniki. He holds an MA in Applied Linguistics, and his research explores teenage narrative practices in and out of school through sociolinguistic and discourse-analytic perspectives. His study examines how narrative is taught in school compared to how teenagers engage with storytelling in everyday postdigital contexts, focusing on literacy experiences, semiotic repertoires, and identity roles. His research interests, conference presentations and scientific publications span narrative studies, educational discourse analysis, genre studies, sociolinguistics, and New Literacy Studies.