International Journal of Education & the Arts

Volume 10 Number 19

July 29, 2009

Fostering Wakefulness:
Narrative as a Curricular Tool in Teacher Education

Deborah V. Blair
Oakland University, U.S.A.

Citation: Blair, D. V. (2009). Fostering wakefulness: Narrative as a curricular tool in teacher education. International Journal of Education & the Arts, 10(19). Retrieved [date] from
In a music education graduate class addressing teaching and learning strategies for learners with special needs, teachers were invited to consider the experience of the children in their music classrooms. Using narrative to enter into the learner's experience of school, teachers confronted their own perspectives and reconsidered those of their students. In this article, I seek to connect notions of wakefulness and empathy as I, too, make meaning of the story of one teacher and her encounter with Tyler, a learner with special needs in her classroom.

Visual Abstract

This article is available two formats:

Adobe Acrobat PDF file with embedded audio - 13 Mb
The above file requires Adobe Reader 9 or higher to view embedded media.

PDF file with links to online audio - 424 Kb
The above file can be viewed in any PDF viewer.

   home   |   articles   |   abstracts   |   editors   |   submit   |   subscribe   |  

This article has been accessed times since July 29, 2009.