ABSTRACT
Although the reflective strategies educators use to facilitate student learning vary according to personal preference, purpose and context, the literature suggests storytelling is gaining popularity in higher education (Clandinin and Connolly, 1998; Grant and Friend, 1996; McEwan and Egan, 1995; Pendlebury, 1995; and Witherell and Noddings, 1991). In this chapter we review the literature to establish what constitutes storytelling and report on narrative developments as they pertain to learning in higher education contexts.
