Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This paper was inspired by three important concerns in higher education, namely, changes in higher education curricula (Bourner, 2004), concept of a fully functioning university (Bourner, 2008), and nature of education, such a university offers (Bourner, Heath, & Rospigliosi, 2013). To prepare university graduates for the unpredictable changes and diversified needs of a fast-growing world, the authors explore the use of narrative knowing in designing a student-centered curriculum. This paper reports the learning achieved by students when a Hong Kong university applies the under-developed narrative pedagogy in teaching and learning. Copyright © 2018 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)39-53
JournalCurriculum and Teaching
Volume33
Issue number1
DOIs
Publication statusPublished - Jun 2018

Citation

Yu, W. M., & Lee, J. C. K. (2018). Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective. Curriculum and Teaching, 33(1), 39-53. doi: 10.7459/ct/33.1.04

Keywords

  • Higher education
  • Student-centered university education
  • Narrative knowing
  • Narrative pedagogy
  • General education

Fingerprint Dive into the research topics of 'Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective'. Together they form a unique fingerprint.