Social Justice Practice: A Narrative Inquiry Perspective

Autor/inn/en	Caine, Vera; Steeves, Pam; Clandinin, D. Jean; Estefan, Andrew; Huber, Janice; Murphy, M. Shaun
Titel	Social Justice Practice: A Narrative Inquiry Perspective
Quelle	In: Education, Citizenship and Social Justice, 13 (2018) 2, S.133-143 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197917710235
Schlagwörter	Social Justice; Personal Narratives; Student Experience; Dropouts; Educational Philosophy; Qualitative Research + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Erlebniserzählung; Studienerfahrung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsphilosophie; Erziehungsphilosophie; Qualitative Forschung
Abstract	Narrative inquiry is both phenomenon and methodology for understanding experience. In this article, we further develop our understandings of narrative inquiry as a practice of social justice. In particular, we explore ways in which social justice issues can be re-framed and re-imagined, with attention to consequent action. Drawing on work alongside Kevlar, a youth who left school early, we explore our understandings. Being grounded in pragmatism and emphasizing relational understanding of experience situate narrative inquiry and call us to think narratively with stories. This allows for movement away from dominant narratives and toward openings to imagine otherwise in dynamic and interactive ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01