This book offers an exploration of a collaborative European research project focusing upon the Narrative Mediation Path, an innovative model aimed at promoting personal resources and reflective competencies in non-traditional, disadvantaged and underachieving students.
This book offers an exploration of a collaborative European research project focusing upon the Narrative Mediation Path, an innovative model aimed at promoting personal resources and reflective competencies in non-traditional, disadvantaged and underachieving students.
Maria Francesca Freda is Professor of Clinical Psychology in the Department of Humanities, University of Naples Federico II, Italy. José González-Monteagudo is Professor of Educational Theory at the University of Seville, Spain. Giovanna Esposito is Post Doc Researcher in the Centre for Active and Integrated Inclusion of Students (SInAPSi), University of Naples Federico II, Italy.
Inhaltsangabe
Section 1 Theoretical background to reflexivity: Fostering academic inclusion 1 Academic inclusion: A debated and interdisciplinary concept 2 The risks of being "excluded": Non-traditional, disadvantaged, and underachieving students 3 Reflexivity or "Reflexivities" in Higher Education: Conceptualizing unique reflexive processes 4 The role of narrative devices in fostering reflexivity in higher education Section 2 Fostering reflexivity in underachieving students: Experience from the INSTALL Project 5 A novel narrative method to foster reflexivity in higher education: The narrative mediation path 6 INSTALL Project process: Formative experiences in three European countries 7 Underachieving student experiences in the INSTALL programs: The use of student narratives 8 Narrative Mediation Path training in Romania and Italy: An interpretative phenomenological analysis on follow-up interviews 9 Student perspectives on INSTALL training in Spain: Achievements and challenges 10 Reflexivity and improvements in academic performance Section 3 Implications for policy and practice 11 Training in narrative techniques: An interdisciplinary formative method 12 Implications for policies and institutions: how institutions could benefit from INSTALL
Section 1 Theoretical background to reflexivity: Fostering academic inclusion 1 Academic inclusion: A debated and interdisciplinary concept 2 The risks of being "excluded": Non-traditional, disadvantaged, and underachieving students 3 Reflexivity or "Reflexivities" in Higher Education: Conceptualizing unique reflexive processes 4 The role of narrative devices in fostering reflexivity in higher education Section 2 Fostering reflexivity in underachieving students: Experience from the INSTALL Project 5 A novel narrative method to foster reflexivity in higher education: The narrative mediation path 6 INSTALL Project process: Formative experiences in three European countries 7 Underachieving student experiences in the INSTALL programs: The use of student narratives 8 Narrative Mediation Path training in Romania and Italy: An interpretative phenomenological analysis on follow-up interviews 9 Student perspectives on INSTALL training in Spain: Achievements and challenges 10 Reflexivity and improvements in academic performance Section 3 Implications for policy and practice 11 Training in narrative techniques: An interdisciplinary formative method 12 Implications for policies and institutions: how institutions could benefit from INSTALL
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