Narrative Inquiry as Pedagogy in Education

Huber, Janice; Caine, Vera; Huber, Marilyn; Steeves, Pam

doi:10.3102/0091732x12458885

Cited by 156 publications

(49 citation statements)

References 50 publications

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“…I was able to engage directly in the power and agency that is involved in the qualitative, partial representation of a marginalized group (Dávila, 2014). I present these experiences as counterstories to reclaim aspects of my identity that I felt were denied to me in my schooling experience, all of which amounts to a form of a personal pedagogy in education (Huber, Caine, Huber, & Steeves, 2013;Nelson, 1995). The following personal history accounts are a juxtaposition of my experience from the perspective of a refugee student and my experience as a preservice teacher working with refugee students.…”

Section: Methodology and Conceptual Framework: Narrative Inquirymentioning

confidence: 91%

Learning and Teaching With Loss: Meeting the Needs of Refugee Children Through Narrative Inquiry

Kovinthan

2016

Diaspora, Indigenous, and Minority Education

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Providing refugee students with a safe and welcoming classroom environment is critical for school success but largely dependent on teachers' knowledge, values, practices, and attitudes. This qualitative study juxtaposes the experience of one refugee students' experience in the school system and one beginning teachers' experience in working with and meeting the psychosocial and educational needs of refugee students in the classroom. Using narrative inquiry, from the perspective of a refugee student and a beginning teacher, this study identifies themes and key issues related to teaching refugee students. These experiences are compared to the current literature on refugee education to highlight the beliefs and values that teachers bring to their practice. Findings reveal that there are gaps in beginning teachers' knowledge about who refugees are, their experiences, and how best to support them in the classroom. Some teachers also held negative attitudes and perspective of refugee students and failed to develop a nuanced perspective of diversity and multiculturalism. This study also shows how narrative inquiry, in the formal of a personal history account, can be used as tool to surface, challenge, and overcome negative stereotypes, biases, and assertions that prevent teachers from effectively supporting their students.

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Section: Methodology and Conceptual Framework: Narrative Inquirymentioning

confidence: 91%

Learning and Teaching With Loss: Meeting the Needs of Refugee Children Through Narrative Inquiry

Kovinthan

2016

Diaspora, Indigenous, and Minority Education

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“…Therefore, narrative inquiry spaces are ones where individuals are invited into transactional inquiry spaces that offer possibilities for change, new discoveries, professional development, or personal growth. Narrative inquiry spaces are, in this way, pedagogical spaces, and have the potential to sustain teachers as they compose stories to stay by (Huber, Caine, Huber, & Steeves, 2013).…”

Section: Methodsmentioning

confidence: 99%

The Weight of a Heavy Hour: Understanding Teacher Experiences of Work Intensification

Beck

2018

mje

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The teachers in this study identified the experiences related to increases in the intensity of teachers’ work to be a misunderstood and under-discussed aspect of the profession. During research conversations that took place in the context of a year-long narrative inquiry, the term heavy hours was coined to describe these experiences. The salient features of heavy hours described include: rapid professional decision-making, being pulled in an excess of directions, and the residue that lingers long after the hour is over. After exploring the ways in which the teachers in this study experienced and defined heavy hours, this paper asserts that foregrounding this understanding has implications for the way in which we prepare and support teachers throughout their careers.

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“…As Airini et al (2011) attest, narrative inquiry allows for authenticity as participants can reveal their own lived experiences and choose how they elect to tell the account, rather than present accepted or official versions. Researchers (Huber et al, 2013) indicated the salience of narrative inquiry to reveal 'particularly the experiences of people and communities whose experiences are most often invisible, silent, composed, and lived on the margins' (p. 236). Marilyn Howard holds a doctorate and is an accomplished public leader promoting democracy, and as such represents an under-researched 'elite' in social justice leaders (Mthethwa-Sommers, 2013, p. 223).…”

Section: Gender In Leadershipmentioning

confidence: 98%

“…The analytic approach was a thematic analysis (Cai, 2005;Huber et al, 2013;Padgett, 2008aPadgett, , 2008bPhillion, 2006;Riessman, 2008). Thematic analysis recognizes the unit of analysis as the subjectivity of the narrator's leadership as she reflected on meaning created in the state superintendency.…”

Section: Gender In Leadershipmentioning

confidence: 99%

Authentic leadership praxis for democracy: a narrative inquiry of one state superintendency

Gardiner¹,

Howard

Tenuto

et al. 2013

International Journal of Leadership in Education

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Narrative Inquiry as Pedagogy in Education

Cited by 156 publications

References 50 publications

Learning and Teaching With Loss: Meeting the Needs of Refugee Children Through Narrative Inquiry

Learning and Teaching With Loss: Meeting the Needs of Refugee Children Through Narrative Inquiry

The Weight of a Heavy Hour: Understanding Teacher Experiences of Work Intensification

Authentic leadership praxis for democracy: a narrative inquiry of one state superintendency

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