Beyond the Grand Narrative: An Inquiry Into Critical Pedagogies in a Conflicted Climate

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Pedagogy and Innovative Practices (Table 1)

Abstract

This presentation explores implications of using narrative inquiry as a means to better understand teachers’ commitments to justice and equity-oriented pedagogies, particularly in challenging sociopolitical and institutional contexts. Teachers participated in multiple interviews designed to elicit narratives related to how they developed their pedagogical commitments to justice and equity, and how they understand those playing out in their classroom work. The researcher also conducted classroom observations. This methodological approach led to a deeper and more nuanced understanding of teachers’ work than another qualitative methodology might have revealed. As the study went on, teachers shared more of their challenges, their emotions, and their hesitations, particularly as many of them worked in communities that did not feel supportive of their goals.

Author

• Jennifer Ervin, University of Wisconsin - Eau Claire