Complicating the Narrative: Utilizing the Listening Guide Method to Restory the Experiences of Second-Generation Asian American Teachers

• In Event: Storied Lives Across the Globe

Abstract

This paper presents storied findings from a critical narrative study exploring four Second-Generation Asian American elementary school teachers’ experiences of growing up, going to school, and teaching in the U.S.. These storied findings represent a dual process of thinking with and through story. Initial interview data was first analyzed utilizing the Listening Guide method (Gilligan et al,. 2003), a protocol for engaging in multiple and successive ‘readings’ of interview text, and then re-storied (Barone, 2007) through a process narrative construction (Polkinghorne, 1995). This paper shares excerpts from the resulting three narrative formations (I-Poems, narrative profiles, and narrative story chain) which together allow for a uniquely reflexive, rich, and complicated glimpse into the lives and experiences of Second-Generation Asian American Teachers.

Author

• Meghan Phadke, Miami University (OH)
  Presenting Author