Becoming anew as an educator : thinking with Arendt through narrative
Bibliographic record
Abstract
Inspired by Hannah Arendt’s concept of narrative, this thesis examines my becoming anew as an educator in relation to others and within the context of historical events. As autobiographical inquiry, the study interweaves fragmented life stories based on my memories of growing up in Iran during the monarchy era, revolution and war, coupled with my experience of immigration to Canada, motherhood, and teaching. These life stories provide insight into my self-formation, influenced by social, cultural and political context and inter-generational relations. A life full of indelible events between birth and death can appear in narrative. Narrative becomes an act of remembrance that reveals who-ness of the actor. Narrative affects, incites and calls for further action; however, the outcome of the initial act is not guaranteed. Life stories in various forms have been fundamental in understanding the past, and illuminating the path to the future. Stories reveal the significance of words and deeds with which “we insert ourselves into the human world, and this insertion is like a second birth” (Arendt, 1998, p. 176). The role of narrative in education throws light on the contingency and complexity of subject-formation. Through this thesis, I explore ways in which early childhood educators can support the young in becoming subjects. Becoming a subject means having the capacity for freedom of thought and action in relation and response to others. I inquire how narratives in education—a site of tension between the old and new—can support the young generation in their renewal of the world. This investigation portrays the role of narrative/pedagogical narration in the process of living inquiries, reflective dialogues, and pedagogical engagements with children in early childhood spaces.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.015 | 0.049 |
| Scholarly communication | 0.019 | 0.034 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.004 | 0.011 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".