Storywork is an indigenous research practice of making meaning through stories. This article offers an account of storywork as a self-study method for educational research. It brings into dialogue the distinctive personal stories of two South African primary school teachers, S’phiwe Madondo and Ntokozo Mkhize, who engaged in self-study research with the support of their supervisor, Kathleen Pithouse-Morgan. S’phiwe’s and Ntokozo’s storywork centred on stories of remembered childhood and adolescent experiences. The article presents S’phiwe’s personal story piece, “An Outdoor School,” which is accompanied by S’phiwe’s reflection on his learning from the piece. Next, is Ntokozo’s piece, “Lifetime Treasures,” and her reflection. Then, S’phiwe’s and Ntokozo’s voices converge in a dialogue piece to demonstrate their mutually respectful, reciprocal learning in relation to the process of composing, reflecting on, and sharing personal stories. Writing and reflecting searchingly on these stories highlighted the pedagogic significance of finding out about children’s and adolescents’ cultural encounters and viewpoints, and incorporating these into learning and teaching. Additionally, engaging in storywork opened up possibilities for taking a simultaneously appreciative and critical stance on stories of the past, with the educative intention of contributing to educational and social change.

中文翻译：

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“我认识到我需要在自己的教学中进行搜索”：故事工作作为一种社会变革教育研究的自学方法

故事工作是一种通过故事来表达意义的本土研究实践。本文介绍了故事工作作为教育研究的一种自学方法。它与两位南非小学教师S'phiwe Madondo和Ntokozo Mkhize的独特个人故事进行了对话，他们在上级老师Kathleen Pithouse-Morgan的支持下从事自学研究。S'phiwe和Ntokozo的故事作品集中在回忆起童年和青少年经历的故事上。文章介绍了S'phiwe的个人故事作品“一所户外学校”，并附有S'phiwe对他从该作品中学习的反思。接下来是Ntokozo的作品“终身珍宝”及其反思。然后，S'phiwe和Ntokozo的声音在对话中汇聚在一起，以表明他们相互尊重，与撰写，反思和分享个人故事的过程相关的相互学习。通过对这些故事的写作和反思，突出了发现儿童和青少年的文化遭遇和观点并将其纳入学与教的教学意义。此外，从事故事工作为在过去的故事上同时采取赞赏和批判的立场开辟了可能性，其教育目的是促进教育和社会变革。并将其纳入学与教。此外，从事故事工作为在过去的故事上同时采取赞赏和批判的立场开辟了可能性，其教育目的是促进教育和社会变革。并将其纳入学与教。此外，从事故事工作为在过去的故事上同时采取赞赏和批判的立场开辟了可能性，其教育目的是促进教育和社会变革。