Telling Stories in Class: an exploration of aspects of the use of narrative in a higher education context

Abstract

This article explores some of the ways in which reading and writing stories can be used by staff and students in higher education. It discusses when and why the story form might be useful and conversely why, in certain circumstances, it might be unhelpful. It explores the use of fiction and poetry in learning and teaching contexts with students who are engaged in professional education courses. Examples are given from a current, funded research project where students write stories using a different perspective than their own. The potential for reflecting on practice and for transformative learning is identified. Suggestions are made for future cross-university collaboration on the use of this story approach.