'Commonness', diversity and disequilibrium in christian higher education: Narratives in and of institutional worldviews

Christina Belcher, Graham Bruce Parr

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

This paper explores the role of narratives in promoting a worldview in one Institute of Christian Higher Education (CHE) and examines how narratives function in institutional life. The authors report on a reflexive, ethnographic study into one institution of Christian Higher Education (called OC in this paper), which explores narratives of 32 participants across a 35 year span. From questionnaires, texts, interviews and participant dialogue, the authors construct a multi-levelled account of institutional life at OC, over several generations. The develop an understanding of the significance of narratives to worldview discourses in academic institutional life, and they propose some critical frameworks that enable an embodied and robust worldview which leaves scope for rich praxis rather than mere rule-following by members of the institution.
Original languageEnglish
Pages (from-to)7 - 17
Number of pages11
JournalJournal of Christian Education
Volume53
Issue number3
Publication statusPublished - 2010

Cite this

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'Commonness', diversity and disequilibrium in christian higher education: Narratives in and of institutional worldviews. / Belcher, Christina; Parr, Graham Bruce.

In: Journal of Christian Education, Vol. 53, No. 3, 2010, p. 7 - 17.

Research output: Contribution to journalArticleResearchpeer-review

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AB - This paper explores the role of narratives in promoting a worldview in one Institute of Christian Higher Education (CHE) and examines how narratives function in institutional life. The authors report on a reflexive, ethnographic study into one institution of Christian Higher Education (called OC in this paper), which explores narratives of 32 participants across a 35 year span. From questionnaires, texts, interviews and participant dialogue, the authors construct a multi-levelled account of institutional life at OC, over several generations. The develop an understanding of the significance of narratives to worldview discourses in academic institutional life, and they propose some critical frameworks that enable an embodied and robust worldview which leaves scope for rich praxis rather than mere rule-following by members of the institution.

M3 - Article

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JF - Journal of Christian Education

SN - 0021-9657

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