| Summary: | Thesis (Ph.D.)--Memorial University of Newfoundland, 2011. Education Bibliography: leaves 128-140. Drawing from Narrative Theory, Reflexive Inquiry, and Critical Pedagogy, the intent of this thesis is to position narrative as perspective, process, and product that together frame a transdisciplinary method to construct theoretically new ways of conceptualizing and practising learning. My aim in this research is to provide a methodological means of explicating dominant stories that, for me, are problem saturated. Evoking the power of metaphor and utility of analogy, my goal is to position counter-narratives as a way to bring together theory and practise in a space where readers might reflexively examine their own experiences and, therein, improve praxis. Join-up is central to this process as I untangle learning moments situated within three unique learning environments: schools; the field; and corporate learning organisations. After critically deconstructing experiences of praxis that are operating and transformative, I aim to reconsider them in terms of the metaphors they present. The pervasive and recurring question throughout involves the role of personal meaningfulness in creating spaces for individuals to join-up with learning. Specific questions include: "How does remembering self in moments of praxis construct educational perspectives through narrative?"; "What does a critically-framed reflexive narrative methodology uniquely contribute to understanding praxis?"; "What metaphors are common within each of the three unique learning environments?"; and "What might these commonalities suggest regarding the role of join-up in learning/leading praxis?"
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