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observation of Canagarajah, giving voice to teachers’ experiences through their stories. In doing so, this study argues for the value of story in educational research ( Connelly & Clandinin, 1990 ), and the value of “shortstories which enrich traditional

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: “Our basic content is literature; in literature, there is poetry, short stories, novels, plays, and films … a lot of students who say we have got to decolonize Shakespeare, and I said you are university students, but I am Shakespeare, ask me everything

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without looking at the text and then give the context of those specific collocations (suitable for all levels). Another exercise is to make students work in small groups and give them a short story that is not finished. The task is to finish the story by

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are), 48 then they may determine the common ground for narratives of law. If we read early legal regulations (e.g. the Code of Hammurabi or the Laws of Manu or the Law of the Twelve Tables), we find mini-narratives, short stories which have happened

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1942 short story “Runaround” (although these laws are criticized for being too unspecific 175 ). Donahoe and Metzger underline that with the advances of AI, “the status of human beings as the focal point of AI-reliant governance decisions cannot be

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