Journeys of learning

This chapter analyses teachers’ and students’ narratives and metaphors as reciprocal elements which express experience and key perceptions of teaching and learning. We consider cases of “breakthrough” stories, metaphors for “teachers,” metaphors given by children with dyslexia and accounts of “journeys of learning.” Through reporting analyses in the UK, China, Malaysia, Singapore, Lebanon, and Iran, we show cross-culturally how both narrative and metaphor expression can be framed by seven dimensions which express a complex holistic view of education as experienced by insiders. The cultural nuances seen in different journeys of learning can promote knowledge and self-reflection by practitioners and learners.