@article{THESIS,
      recid = {8460},
      author = {Baroody, Persie},
      title = {Telling Ourselves: Reflexive Stories and the Social  Construction of Self in the Classroom},
      number = {THESIS},
      pages = {40 pages},
      month = {Feb},
      year = {2025},
      abstract = {Narrative identity has become an increasingly popular area  for study, especially in the classroom. This study aimed to  explore storytelling as connected to identity in the  classroom. I collected qualitative data in the form of  stories and interactions from two focus groups with 8  participants. From this qualitative data, I found that  storytelling, as an inherently social practice, can be a  window into students’ figured worlds. Specifically, I found  that storytelling with peers can highlight an individual’s  knowledge of their relationships; that stories inform the  self and the self informs stories in a reflexive pattern  through social interaction; that retelling well-known  stories can show connections and relations of students to  characters; and that school situates the structure of a  specific type of story. My findings underline three  important aspects of using storytelling as a relational  practice for building teacher-student trust in the  classroom: suggestions for leaving prompts open-ended,  responding with encouragement rather than directions, and  knowing that every story is informed in a social context.},
      url = {http://digitalcc.coloradocollege.edu/record/8460},
      doi = {https://doi.org/10.52295/dcc.8460},
}