Engaging in a Co-Created Narrative Inquiry Research Space Alongside Urban Aboriginal Youth: Pedagogical Implications for Preservice Teachers

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-7 - Relationship and Knowledge Landscapes in Narrative Inquiry

Abstract

In this paper we specifically attend to how the involvement of pre-service teachers in a co-created narrative inquiry research space alongside urban Aboriginal youth shaped their personal practical knowledge (Clandinin, 1985). Narratively inquiring into the experiences of 3 pre-service teachers who have been involved in this research program we came to see three common threads across their narrative accounts. 1) The pre-service teachers came to see the youth as knowledge holders 2) They came to see physical education from a different perspective in regards to how it might be used as a way to build relationships and wellness 3) Lastly, they came to see the narrative inquiry research space as a counterstory to their teacher education program.

Authors

• Lee Mason Schaefer, McGill University

• Sean Michael Lessard, University of Alberta

• Brian Lewis, University of Regina