Search by article title, author,
keywords, and DOI

[Call for Papers] Special Issue: “New Southbound Education: Cross-National Dialogue on Educational Research and Practice between Taiwan and Vietnam” (From now until September 30, 2026)      Call for papers for the special issue “Prevention and Treatment of Addictive Behaviors on Campus” (Final submission deadline: 2021/8/31)      The Journal of Research in Education Sciences will no longer provide printed copies     

Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(1)】March (Special Issue: Multi-perspective Interpretations of J. Bruner Interdisciplinary Legacy in Educational Science)
Back

(Special Issue) Narrative as a Medium for Career: The Perspective of J. Bruner’s Cultural Psychology
Author:
Yan-Hong Ye (Teacher Education Center, Ming Chuan University)

Vol.&No.：Vol. 71, No. 1
Date：March 2026
Pages：225-261
DOI：​https://doi.org/10.6209/JORIES.202603_71(1).0008

Abstract：

Motivation and Purpose
　　The main purposes of this study are as follows:
　　1. To examine, analyze, and discuss the influence and function of narrative on the self, career, and education within a cultural context, based on J. Bruner’s cultural psychology.
　　2. To evaluate Bruner’s contribution to cultural psychology and the narrative by integrating domestic and international theoretical study on narrative and career.
Literature Review
　　The main references for this study focus on Bruner’s works related to cultural psychology, narrative, and the relationship between education and culture, following his shift in focus after the 1980s.
Additionally, this study collects and reviews the extensive domestic and international scholarly work on the widespread application of Bruner’s cultural psychology and narrative, particularly in the context of career issues.
　　Although relevant study frequently cites Bruner’s narrative, few studies have systematically linked his rich discussion of narrative within cultural psychology to the exploration of career issues.
This study fills this gap by systematically connecting Bruner’s cultural psychology, narrative psychology, personality psychology, and career construction theory. It aims to elucidate how narrative shapes self-identity and career construction within a cultural context.
　　Bruner emphasized that the narrative form embraces a dialectical relationship between fiction and fact, and between the expected and the actually experienced. This perspective enriches career theory.
　　Career construction is not merely a linear planning process but a dialogical process filled with uncertainty, peripeteia, and multiple voices, during which individuals continuously interpret and create meaning through narrative.
Study Methodology
　　This study adopts the method of literature analysis:
　　1. To examine the background of the formation of Bruner’s cultural psychology and the application of his view on narrative in school education (which he regards as cultural life) within the current educational context.
　　2. To analyze the development and application of “cultural life narrative” in career-related issues. For example, narrative presents diverse viewpoints, allowing for a multiplicity of perspectives in story interpretation. This implies that individuals can freely create a career view that aligns with their interests and needs. This can be applied to the dialogue and writing of the multiple self, increasing community cohesion, fostering a sense of self-belonging, or serving as a reflexive reference for the self.
　　3. To explore how the agent, within a cultural context, utilizes narrative to integrate, evaluate, and create self-identity, thereby promoting career construction and cultural adaptability.
Study Results
　　This study finds that the narrative, as emphasized by Bruner’s cultural psychology, has the following main influences on psychology and career construction:
　　1. Bruner believed that narrative is the primary cognitive mode of human beings, which can be used for the dialogue and writing of the multiple self. This allows narrative career construction to encompass both factual and imaginary dialogues.
　　2. Bruner argued that when people narrate or listen to stories, whether factual or fictional, it shapes their everyday thought processes. This view has influenced practices in narrative therapy, such as “definitional ceremonies,” “self-reflexive consciousness,” and the writing of “psychological displacement.”
　　3. Bruner advocated that the narrative approach can link different cultural perspectives, enabling people to discover and recognize various non-mainstream cultures, the viewpoints of the oppressed, and negative emotional states, thereby broadening people’s interpretations of the world and enhancing empathy.
　　4. Bruner asserted that the positioning of narrative can only be discovered within a culture. People must participate in the construction process of the narrative text, a process likened to drawing a map or embarking on a journey. In narrative therapy, this view encourages clients to become aware of their life trajectory and create stories of “exceptions” or “unique outcomes” for themselves.
　　5. By highlighting peripeteia in narrative, Bruner emphasized that stories do not merely describe facts but also reflect various viewpoints. This perspective can be linked to the concept of the “multivoiced self-narrative.”
Discussion and Recommendations
　　Based on Bruner’s narrative perspective from cultural psychology and integrated with domestic and international study, this study forms the following five points for discussion:
　　1. The agency of narrative empowers career construction: Bruner’s assertion that narrative possesses agency has influenced study on self-control and choice in career, as well as on the cross-cultural self and the bicultural self.
　　2. Narrative creation integrates the relationship between culture and career: Narrative is a crucial tool for shaping future life blueprints. Career choice is about what kind of life narrative an individual wishes to construct for themselves, and where they seek self-identity and future positioning within cultural life.
　　3. Self-created narrative affects the interaction between culture, mind, and career: People’s career choices can be constructed through a “self-referent narrative / self-making / autobiography.” This is because an autobiography is not just a memoir but a sincere affirmation of one’s history within a cultural context.
　　4. The evaluative function of the narrative approach facilitates career self-confrontation: In narrative activities, characters in stories often serve as reference points for evaluating real life. Such stories prompt readers to engage in “self-confrontation,” re-examining their own beliefs, values, and role positioning.
　　5. Dialogical relationships aid in realizing self-created career narratives: Narrative is a dialogical process of free experience exchange and sharing among subjects. This perspective can foster “dialogical imagination” and the “re-authoring narrative identity,” enhancing the reflexivity and career construction capabilities of cross-cultural individuals.
In terms of educational recommendations, this study offers three main insights:
　　1. Educators can integrate narrative practices into career education. For example, having students use “autobiographical reasoning” to articulate how their past experiences have shaped their identity, the cultural background of their current difficulties and conflicts, and possible future options that balance personal interests and family expectations.
　　2. Provide school counselors and professional counseling personnel with a cultural psychology perspective to assist clients in exploring the multiple self, cultural belonging, and career meaning through stories, while enhancing understanding and support for disadvantaged and marginalized groups.
　　3. Remind policymakers to consider students’ diverse cultural backgrounds and narrative styles when promoting learning portfolio systems and college entrance examinations, to avoid a trend toward uniformity and standardization driven by socio-cultural influences.
This study suggests that future study can be extended in two directions:
　　1. A critical analysis of the issues in Bruner’s cultural psychology, such as whether his narrative has limitations related to relativism, and whether its application to career issues might be detrimental to resolving clients’ career difficulties.
　　2. In terms of cross-disciplinary application, to explore the application value of Bruner’s cultural psychology and narrative in addressing issues such as multicultural conflict, threats to mental and physical health, and the uncertainty of personal career construction in digital and networked life.
　　In summary, the researcher hopes to deepen domestic study on Bruner’s cultural psychology, integrate the application of the narrative across psychology and career fields, and construct a view of narrative as a medium for the self, life, career, and culture. This aims to provide people with appropriate theoretical and practical support when facing various career challenges.

Keywords：Bruner, cultural psychology, career, narrative 

《Full Text》 檔名

References：
于曉平、林幸台（2010）。角色楷模課程對高中數理資優女生性別角色、生涯自我效能與生涯發展影響之研究。教育科學研究期刊，55（1），27-61。
【Yu, H.-P., & Lin, H.-T. (2010). The effects of a mentoring curriculum on gender roles, career self-efficacy, and career development in a high school class for gifted girls in math and science. Journal of Research in Education Sciences, 55(1), 27-61.】
毛菁華、許鶯珠、方紫薇（2019）。台灣大學生父母期待對發展、焦慮未定向之影響：生涯自我效能的中介效果。中華輔導與諮商學報，56，17-57。https://doi.org/10.3966/172851862　019090056002
【Mao, C.-H., Hsu, Y.-C., & Fang, T.-W. (2019). The impact of parental expectations on taiwanese college students’ career indecision: The mediating role of career decision self-efficacy. Chinese Journal of Guidance and Counseling, 56, 17-57. https://doi.org/10.3966/172851862019090056002】
王文欽（2014）。以人生設計諮商模式對兩個假設的中高齡失業男性案例進行個案概念化。輔導季刊，50（2），55-64。
【Wang, W.-C. (2014). Use the life designing model to assess and conceptualize two hypothetical adult workers. Guidance Quarterly, 50(2), 55-64.】
王秀槐（2015）。從「以我為榮」到 「證明自己」：華人文化脈絡下知覺不同父母期待之大學生的生涯因應組型初探研究。輔導與諮商學報，37（1），79-97。
【Wang, H.-H. (2015). From “taking pride in me” to “proving my own worth”: An exploratory study of the impact of college students’ perceived parental expectations on their patterns of career choices. The Journal of Guidance & Counseling, 37(1), 79-97.】
王秀槐、陳珍德（2019）。問世間「生涯」為何物？臺灣大學生生涯概念原型分析研究。教育科學研究期刊，64（2），39-68。https://doi.org/10.6209/JORIES.201906_64(2).0002
【Wang, H.-H., & Chen, J.-D. (2019). What do you mean when you think of career? A prototype analysis of the conception of career among Taiwanese college students. Journal of Research in Education Sciences, 64(2), 39-68. https://doi.org/10.6209/JORIES.201906_64(2).0002】
» More
APA Format
Ye, Y.-H. (2026). Narrative as a Medium for Career: The Perspective of J. Bruner’s Cultural Psychology. Journal of Research in Education Sciences, 71(1), 225-261.
​https://doi.org/10.6209/JORIES.202603_71(1).0008