Professional Education with Fiction Media (eBook)

Acknowledgements 5
Contents 6
Notes on Contributors 8
List of Figures 14
1 The Educational Power of Fiction—An Interdisciplinary Exploration 15
Why Fiction and Professional Education? 15
The Need for an Interdisciplinary Approach 18
Professionals and Professionalism 20
Literary Theory and the Role of the Reader in the Imaginative and Symbolic Realm 22
Symbolism and Figurative Language 25
Critical Social Theory 27
Drawing on Psychology—Fiction, Empathy and Individuation 29
Framework for the Book 32
References 34
2 Using Fictional Characters to Challenge Ageist Assumptions and Negative Stereotyping 41
Introducing the ‘Royle Family’ 43
The Demography of Ageing and the Role of the Podiatrist 44
Curriculum Design and Implementation 46
Deconstructing Knowledge and Experience 49
Evaluation and Discussion: Meaning-Making and the Concept of Epistemic Cognition 50
Evaluation and Discussion: Learning Through Assessment 51
Evaluation and Discussion: Lessons from the Student Experience 52
Evaluation and Discussion: Seven Lessons Learned from Student Feedback 53
Conclusion 55
References 58
3 Fictionalised Stories Co-produced with Disadvantaged Children and Young People: Uses with Professionals 62
Introduction 62
The Project Design 63
Construction of the Stories 65
Responses to the Stories: The Importance of Change 67
Fact or Fiction? Does It Matter? 70
Intention and Reception 70
Happy Endings vs Realism 72
Textbooks vs Stories 73
The Particular Characteristics of Stories Created Collaboratively with Disadvantaged Young People 76
Concluding Thoughts 78
References 80
4 Enhancing E-Learner Engagement by Using Narrative Fiction in Online Nursing and Health Disciplines Courses 83
Introduction 83
What Is Learner Engagement and Why Is It Important to Student Success? 84
The Conceptual Framework: Phenomenology and the Community of Inquiry Model 86
Description of Arts-Based Instructional Strategies 88
Television Dramas or Movies: “Minute at the Movies” 89
Digital Images: Photovoice, Photo Cascade, Photo Montage, Photostory 90
Music Lyrics: “My Music Moments” 94
Discussion 95
Conclusion 100
References 101
5 Using Harry Potter to Enhance the Critical Appreciation of Law or Questioning Whether the Rule of Law Is as Much a Reality as the Crumpled Horned Snorkack 105
Book and Film References 117
6 Tales from the Butterfly Café: Imagined Dialogues with Fictional Characters for Research and Practice 119
Transformative Learning 120
Arts-Based Research 121
Fiction in Research 122
Fiction as a Pedagogical Approach 123
Implications for Teaching and Learning 124
Learning from Fictional Teachers 124
Imagined Dialogues in the Classroom 126
Creating Fictional Stories About Real People 129
Dialogues with Real People and Fictional Characters 131
Imagined Dialogues for Conflict Resolution 134
Resolving Inner Conflict 134
Resolving Interpersonal Conflict 135
Political and Global Conflict 136
Conclusion—The Butterfly Cafe Revisited 137
References 138
7 The Use of a Bookclub to Enhance Science Literacy and Understanding of Infectious Disease Epidemiology 141
The Birth of the Bad Bugs Bookclub 141
Meeting Format 146
The Bad Bugs Bookclub in Professional Education—Case Studies 151
Children/Families/Teachers 152
Microbiologists 154
Biomedical Science Undergraduates 155
Adults 157
Exhausting the Reading Pipeline 161
Concluding Comments 162
References 163
8 Understanding Social Media Learning Through Postmodern Literature 170
Postmodern Character of the Narratives 172
Paranoia 173
Fragmentation 177
Intertextuality 182
Metafiction 186
Hyperreality 187
Conclusion 189
References 190
9 Educating Professionals to Think Critically and Creatively: Using Fiction to Teach in Professional Studies 194
Professional Education 195
Research Studies 199
Understanding Difference 199
Wicked Problems 202
The Power of Story 205
A Critical Narrative Theory of Learning 207
Implications for Adult Education 209
References 211
10 Shape-Shifting and Stories: Professionalism and Education with Doctor Who 215
Identity: “I’m Here for a Reason. I’m in Disguise. I Have Promises to Keep.” (Moffat et al. 2017, The Pilot?) 218
Teaching Who: “She Cares so I Don’t Have to.” (Ford et al. 2014, Into the Dalek)
Timely Professionalism: “I Can’t Know Everything. Why Does Everyone Expect Me to Know Everything?” (Nye and Morshead 2010, Amy’s Choice?) 227
Learning by Example: “I Quite Like Hope. Hope Is a Good Emotion” (Whithouse et al. 2006, School Reunion?) 229
Conclusion: “You’re Just Making This up as You Go Along…” “Yes, but I Do It Brilliantly…” (MacRae et al. 2006, The Age of Steel?) 234
References 235
11 Fairy Tale Endings? 239
References 251
Index 253