Over the past 30 years, the field of family and couple’s therapy has evolved from its structural, strategic, and Milan-informed systemic foundation into the realm of collaborative postmodern therapies. Concomitantly, the Internet has increasingly become a primary source of information, entertainment, data storage, social networking, and education. Re-authoring Teaching – otherwise known as narrative pedagogy (*) – brings together guiding principles shared by both online pedagogy and collaborative family therapies.
Re-authoring Teaching is a twist on “re-authoring conversations” associated with narrative therapy (White and Epston 1990). As a map of narrative practice, re-authoring guides therapeutic conversations to explore neglected yet potentially significant events and experiences, linking events in sequences unfolding over time, according to a theme or plot (White 2007; Carey and Russell 2003). When applied to teaching, re-authoring refers...
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