Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education
This article was published in Teaching and Teacher Education, Vol 26, Issue 5, Author(s): Jennifer Mitton-Kükner Carla Nelson, and Claire Desrochers, “Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education“, Pages 1162-1169, Copyright Elsevier (July 2010).
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey.
Because the contexts where the studies were situated were culturally different from participants' backgrounds, narrative inquiry spaces shaped windows in which participants could restory their understandings of others different from themselves.
The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Reference
Connelly, F. M. and Clandinin, D. J., (2006). Narrative inquiry. In Green, J., Camilli, G. and Elmore, P (eds.), Handbook of complementary methods in education research. Pp 375-385. Mahwah, NJ: Lawrence Erlbaum.