Wednesday, November 10, 2010

School of Social Work Spring Class Open to Draper Students: Narrative Inquiry for Teaching, Learning, and Research

The Silver School of Social Work has asked us to share one of their spring 2011 course offerings with you. The course is called "Narrative Inquiry for Teaching, Learning, and Research" and is a doctoral level class that is being opened to Master's students. Students who are interested in enrolling can contact Phil Ingram (, the program administrator for Silver's Social Work doctoral program. More information about the class is below.

Please note: Draper students can transfer a maximum of eight credits from another school or institution toward their degree. Any students who are interested in this class should contact Robert Dimit ( before enrolling.

Narrative Inquiry for Teaching, Learning, and Research
Prof. Suzanne England


3.0 credits

“Narrative inquiry helps us to challenge received wisdoms [and] explore new ways of looking and seeing …" [1]

This course introduces the student to the theories and tools of narrative inquiry and how they may be used in research, teaching, and writing in social work. Narrative inquiry shares a number of assumptions with narrative practice and therapy but is different in purpose and the tools that are used. Using techniques of deconstruction from literary criticism and interpretive methods in the social sciences, narrative inquiry is aimed primarily at opening up space for new ways of thinking about ethics, professional, organizational and social practices, and consideration of the ways that language exposes power relations and political agendas. The major assignment for the course is a paper prepared for potential publication or a multimedia presentation for dissemination on the web. The course stresses collaborative learning, and will draw upon data from traditional quantitative studies, literature, mainstream media, websites, blogs, and social media to reflect on the social construction of social work practice and theory, and the ways that academic discourses shape knowledge production and claims.

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