دورية أكاديمية
Narrative Inquiry as a Social Justice Practice
| العنوان: | Narrative Inquiry as a Social Justice Practice |
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| اللغة: | English |
| المؤلفون: | Seiki, Sumer, Caine, Vera, Huber, Janice |
| المصدر: | Multicultural Education. Fall 2018 26(1):11-16. |
| الإتاحة: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Personal Narratives, Inquiry, Social Justice, Graduate Study, Graduate Students, Graduate School Faculty, Story Telling, Classroom Environment, Space Utilization, Classroom Design |
| تدمد: | 1068-3844 |
| مستخلص: | A student, and two professors collectively explored the unique nature of their graduate course entitled "Narrative Pedagogy as Social Justice." All of the authors experienced personal transformation through relationally engaging in difficult dialogue. They now wonder, how to create classroom spaces where dialog about difficult topics can begin--a space where students and faculty can engage in inquiry? Their research focused on this unique graduate course, in which professors and students came together to inquire into difficult issues that they as a class were facing and the ways they relationally created and sustained inquiry over the duration of the course. Through this exploration, they seek to remake the academy by hearing diverse voices and creating classroom counterspaces where untold stories are heard and dialogue begins. Now that the course has ended, the three authors seek to characterize and understand more of the lived process of narrative pedagogy as a social justice practice--the heart of their course content. In coauthoring this article, they sat together again at a proverbial table, each bringing their own experiences and inquiring into the dialogue alongside one another. As they engaged in this reflective inquiry, they attended to ways narrative inquiry guided their pedagogy. Seeking to make visible core narrative inquiry pedagogical processes to contribute to conversations of humanizing the academy by dismantling practices of inequity. This article shows a continuous effort to nurture classroom counterspaces and to make visible how these spaces, places that call forth both experience and responsibilities, can come into being. |
| Abstractor: | ERIC |
| Entry Date: | 2019 |
| URL الوصول: | http://www.caddogap.com/periodicals.shtml |
| رقم الأكسشن: | EJ1215236 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1068-3844 |
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