Narrative Art as a Pedagogical Tool in Professional Ethics Education
(2024) NERA 2024- Abstract
- Research topic/aim:
The purpose of this paper is to contribute empirically to the ongoing academic discussion about the meaningful implementation of narrative art as a pedagogical tool in professional ethics education (PEE). In the present work, meaningfulness is conceived of as connectedness, and narrative art includes literary fiction and autobiography. Research questions are:
How do students in engineering and social work education connect discussions and reflections based on narrative art to
(i) real-life ethical dilemmas in the sphere of their future profession?
(ii) their own values, stances, and experiences?
(iii) their own future professional role and practice?
Theoretical framework:
The theoretical... (More) - Research topic/aim:
The purpose of this paper is to contribute empirically to the ongoing academic discussion about the meaningful implementation of narrative art as a pedagogical tool in professional ethics education (PEE). In the present work, meaningfulness is conceived of as connectedness, and narrative art includes literary fiction and autobiography. Research questions are:
How do students in engineering and social work education connect discussions and reflections based on narrative art to
(i) real-life ethical dilemmas in the sphere of their future profession?
(ii) their own values, stances, and experiences?
(iii) their own future professional role and practice?
Theoretical framework:
The theoretical framework is derived from thematic analysis of current literature regarding the pedagogical potential of narrative art in PEE. Four recurring themes, which can be understood as theorized fundamental potentials, have been identified: Enabling consideration of context; Enabling conceptual approaches; Access to positions of alterity; and Access to possible futures.
Methodological design:
The paper rests on two case studies (with approval from the Swedish Ethical Review Authority), one in a social work education context and one in an engineering education context. Data collection for the case studies included interviews with teachers and students, teaching materials, and data from learning activities (including recordings of seminars and the written course work of participating students). Data was analyzed inductively within a matrix generated by the theoretical framework and research questions. The cases are not viewed as representative of their respective educational contexts, but rather as two unique cases of PEE based on narrative art which together shed light on how conceived pedagogical potentials can play out in situated teaching- and learning contexts.
Expected conclusions/findings:
Preliminary findings indicate that the four theorized pedagogical potentials of the theoretical framework manifest in both teaching- and learning contexts, but in different ways. In the engineering context, consideration of context and accessing of positions of alterity are largely confined to discussions of the narrative art itself, and not connected to the tropes of the research
questions. Conceptual approaches and possible futures are connected to real-life ethical dilemmas in the sphere of the future profession, but rarely to students' own values, stances, and experiences, or to the students' own future professional role and practice.
In the social work context, reflections in relation to all four pedagogical potentials begin in relation to the narrative art and are extended to consideration of real-life ethical dilemmas in the sphere of the future
profession, the students' own values, stances, and experiences, and the students' own future professional role and practice.
Factors that shape the manifestation of the four pedagogical potentials in relation to the tropes of the research questions in each teaching- and learning context are discussed.
Relevance to Nordic educational research:
There is currently a strong interest in arts-based professional education in the Nordic context, as is evidenced by the flourishing of the medical humanities. However, the research about arts-based pedagogies in other disciplines is still sparse and needs to be supplemented, particularly with empirical
work. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/fcf74d5e-86e2-4fe7-999f-6a302bc3c739
- author
- Andersson, Sara LU
- organization
- publishing date
- 2024
- type
- Contribution to conference
- publication status
- published
- subject
- conference name
- NERA 2024
- conference location
- Malmö, Sweden
- conference dates
- 2024-03-06 - 2024-03-08
- language
- English
- LU publication?
- yes
- id
- fcf74d5e-86e2-4fe7-999f-6a302bc3c739
- alternative location
- https://sv-se.eu.invajo.com/events/getinvitationfile/eventId/813fac80-aea8-11ed-85b1-3b1d50885dc4/docId/e3ae9900-d570-11ee-b2b4-e15571e1b7a9#page=107
- date added to LUP
- 2025-05-20 17:44:00
- date last changed
- 2025-05-27 10:54:21
@misc{fcf74d5e-86e2-4fe7-999f-6a302bc3c739,
abstract = {{Research topic/aim:<br/>The purpose of this paper is to contribute empirically to the ongoing academic discussion about the meaningful implementation of narrative art as a pedagogical tool in professional ethics education (PEE). In the present work, meaningfulness is conceived of as connectedness, and narrative art includes literary fiction and autobiography. Research questions are:<br/>How do students in engineering and social work education connect discussions and reflections based on narrative art to<br/>(i) real-life ethical dilemmas in the sphere of their future profession?<br/>(ii) their own values, stances, and experiences?<br/>(iii) their own future professional role and practice?<br/><br/>Theoretical framework:<br/>The theoretical framework is derived from thematic analysis of current literature regarding the pedagogical potential of narrative art in PEE. Four recurring themes, which can be understood as theorized fundamental potentials, have been identified: Enabling consideration of context; Enabling conceptual approaches; Access to positions of alterity; and Access to possible futures.<br/><br/>Methodological design:<br/>The paper rests on two case studies (with approval from the Swedish Ethical Review Authority), one in a social work education context and one in an engineering education context. Data collection for the case studies included interviews with teachers and students, teaching materials, and data from learning activities (including recordings of seminars and the written course work of participating students). Data was analyzed inductively within a matrix generated by the theoretical framework and research questions. The cases are not viewed as representative of their respective educational contexts, but rather as two unique cases of PEE based on narrative art which together shed light on how conceived pedagogical potentials can play out in situated teaching- and learning contexts.<br/><br/>Expected conclusions/findings:<br/>Preliminary findings indicate that the four theorized pedagogical potentials of the theoretical framework manifest in both teaching- and learning contexts, but in different ways. In the engineering context, consideration of context and accessing of positions of alterity are largely confined to discussions of the narrative art itself, and not connected to the tropes of the research<br/>questions. Conceptual approaches and possible futures are connected to real-life ethical dilemmas in the sphere of the future profession, but rarely to students' own values, stances, and experiences, or to the students' own future professional role and practice.<br/><br/>In the social work context, reflections in relation to all four pedagogical potentials begin in relation to the narrative art and are extended to consideration of real-life ethical dilemmas in the sphere of the future<br/>profession, the students' own values, stances, and experiences, and the students' own future professional role and practice.<br/><br/>Factors that shape the manifestation of the four pedagogical potentials in relation to the tropes of the research questions in each teaching- and learning context are discussed.<br/><br/>Relevance to Nordic educational research:<br/>There is currently a strong interest in arts-based professional education in the Nordic context, as is evidenced by the flourishing of the medical humanities. However, the research about arts-based pedagogies in other disciplines is still sparse and needs to be supplemented, particularly with empirical<br/>work.}},
author = {{Andersson, Sara}},
language = {{eng}},
title = {{Narrative Art as a Pedagogical Tool in Professional Ethics Education}},
url = {{https://sv-se.eu.invajo.com/events/getinvitationfile/eventId/813fac80-aea8-11ed-85b1-3b1d50885dc4/docId/e3ae9900-d570-11ee-b2b4-e15571e1b7a9#page=107}},
year = {{2024}},
}