Journal article
Narrative repair in teacher education:Restorying painful histories and “damaged” queer teacher identity
Teaching and teacher education, Vol.124, p.104031
04/2023
DOI: 10.1016/j.tate.2023.104031
Abstract
Theorizing narrative repair, this article provides an actionable process for addressing “damaged” teacher identity in teacher education. Narrative repair involves three steps: 1) storying your pain, 2) composing alternative feelings using speculative storytelling, and 3) processing repair. Drawn from a United States-based narrative inquiry study with queer educators, findings in this article illustrate this process and demonstrate how queer teachers can address pain attached to so-called “damaged” queer teacher identity. This article concludes by complicating the call for moving beyond damage-based research frames in teacher education globally and instead invites an orientation towards repair.
•The narrative repair process involves three steps for integrating repair into teacher education.•Queer teachers used narrative repair to heal from painful queerphobic experiences.•Speculative storytelling practices reworked the pain attached to so-called “damaged” queer teacher identity.•Moving beyond damage-based research does not mean forgetting pain within teacher education.
Details
- Title: Subtitle
- Narrative repair in teacher education:Restorying painful histories and “damaged” queer teacher identity
- Creators
- James Joshua Coleman - University of Iowa, N264 Lindquist Center, 240 South Madison Street, Iowa City, IA, 52242, USA
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.124, p.104031
- Publisher
- Elsevier Ltd
- DOI
- 10.1016/j.tate.2023.104031
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Language
- English
- Date published
- 04/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984420942502771
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