Exploring the Long-Term Impact of Critical Narrative Ethnography on Teacher Commitment to Social Justice

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Teacher Education: Identities, Pedagogy, Relational Consciousness, and Well-being (Table 10)

Abstract

This study explores the long-term impact of critical narrative ethnography (CNE) on teacher professional identity and sustained commitment to social justice. Grounded in the Justice as Praxis framework, it investigates how engaging in reflexivity during teacher preparation influences educators’ beliefs, practices, and ability to address systemic inequities. Using qualitative methods, the research examines CNEs and semi-structured interviews with early-career teachers to uncover transformative moments and ongoing challenges. Findings are expected to highlight the CNE’s role in fostering justice-oriented teaching and sustaining reflexivity in diverse educational contexts. This work contributes to advancing teacher education by informing strategies for integrating reflexive practices into social justice-oriented programs.

Author

• Megan Corinne Samaniego, Claremont Graduate University