1 Hubert Department of Global Health, Rollins School of Public Health, Emory University, USA.
2 Grupo Venancia, Matagalpa, Nicaragua.
Glob Health Promot. 2019 Mar;26(1):15-24. doi: 10.1177/1757975916679553. Epub 2017 Jan 30.
The use of narrative has become increasingly popular in the public health, community development, and education fields. Via emotionally engaging plotlines with authentic, captivating characters, stories provide an opportunity for participants to be carried away imaginatively into the characters' world while connecting the story with their own lived experiences. Stories have been highlighted as valuable tools in transformative learning. However, little published literature exists demonstrating applications of stories in group-based transformative learning curricula. This paper describes the creation of a narrative-based transformative learning tool based on an analysis of Nicaraguan adolescents' meaning-making around intimate partner violence (IPV) in their creative narratives. In collaboration with a Nicaraguan organization, US researchers analyzed a sample of narratives ( n = 55; 16 male-authored, 39 female-authored) on IPV submitted to a 2014 scriptwriting competition by adolescents aged 15-19. The data were particularly timely in that they responded to a new law protecting victims of gender-based violence, Law 779, and contradicted social-conservative claims that the Law 779 destroys family unity. We incorporated results from this analysis into the creation of the transformative learning tool, separated into thematic sections. The tool's sections (which comprise one story and three corresponding activities) aim to facilitate critical reflection, interpersonal dialogue, and self- and collective efficacy for social action around the following themes derived from the analysis: IPV and social support; IPV and romantic love; masculinity; warning signs of IPV; and sexual abuse. As a collaboration between a public health research team based at a US university and a Nicaraguan community-based organization, it demonstrates the potential in the age of increasingly smooth electronic communication for novel community-university partnerships to facilitate the development of narrative-based tools to support transformative learning.
叙事在公共卫生、社区发展和教育领域的应用越来越广泛。通过具有真实、引人入胜的角色的情感引人入胜的故事情节，故事为参与者提供了一个机会，让他们在想象中被带入角色的世界，同时将故事与自己的生活经历联系起来。故事已被强调为变革性学习的有价值工具。然而，很少有发表的文献证明故事在基于群体的变革性学习课程中的应用。本文描述了一种基于叙事的变革性学习工具的创建，该工具基于对尼加拉瓜青少年在其创造性叙事中对亲密伴侣暴力（IPV）的意义建构的分析。在美国研究人员与尼加拉瓜组织合作的基础上，分析了一组关于 IPV 的叙事（n=55；16 篇男性撰写，39 篇女性撰写），这些叙事是由 15-19 岁的青少年参加 2014 年剧本创作比赛提交的。这些数据非常及时，因为它们回应了一项保护性别暴力受害者的新法律，即第 779 号法律，并且与社会保守派的说法相矛盾，即第 779 号法律破坏了家庭团结。我们将这项分析的结果纳入变革性学习工具的创建中，并将其分为主题部分。该工具的部分（包括一个故事和三个相应的活动）旨在促进批判性反思、人际对话以及围绕以下主题的社会行动的自我和集体效能：亲密伴侣暴力和社会支持；亲密伴侣暴力和浪漫爱情；男子气概；亲密伴侣暴力的警告信号；和性虐待。作为一个由美国大学的公共卫生研究团队和尼加拉瓜社区组织之间的合作，它展示了在电子通信日益顺畅的时代，新型社区-大学伙伴关系在促进基于叙事的工具的发展方面的潜力，以支持变革性学习。
