Narrative Inquiry as a Social Justice Practice

• In Event: Exploring Methodological Issues in Narrative Research

Abstract

Attempting to resist the reproduction of inequities within higher education (Bronson, 2005), we as faculty seek new practices and pedagogical approaches to both teach and live social justice. In this paper, we document our efforts in a recent graduate course as we engaged in narrative inquiry as a social justice practice. Understanding narrative inquiry as a phenomena under study, as well as a methodology that foregrounds experience and relationships, we explore classroom field texts, artifacts, and personal narratives. Through this process we find ways power dynamics are shifted. Overall, this pedagogy results in humanizing for both student and faculty. Our contributions in this paper are part of a continuous efforts to awaken to disparities and social justice within the academy.

Authors

• Sumer Seiki, University of San Francisco

• Janice Huber, University of Alberta

• Vera F. Caine, University of Alberta