TY  - GEN
AB  - 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.
AU  - Baroody, Persie
DA  - 2025-02-15
DO  - 10.52295/dcc.8460
DO  - doi
ED  - Arias, Juan Miguel
ID  - 8460
KW  - Identity (Psychology)
KW  - Narration (Rhetoric)
KW  - Interaction analysis in education
KW  - Narrative identity
KW  - Figured worlds
KW  - Reflexive stories
KW  - Relational pedagogy
L1  - https://digitalcc.coloradocollege.edu/record/8460/files/Education_Baroody_TellingOurselves.pdf
L2  - https://digitalcc.coloradocollege.edu/record/8460/files/Education_Baroody_TellingOurselves.pdf
L4  - https://digitalcc.coloradocollege.edu/record/8460/files/Education_Baroody_TellingOurselves.pdf
LA  - eng
LK  - https://digitalcc.coloradocollege.edu/record/8460/files/Education_Baroody_TellingOurselves.pdf
N2  - 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.
PY  - 2025-02-15
T1  - Telling Ourselves: Reflexive Stories and the Social Construction of Self in the Classroom
TI  - Telling Ourselves: Reflexive Stories and the Social Construction of Self in the Classroom
UR  - https://digitalcc.coloradocollege.edu/record/8460/files/Education_Baroody_TellingOurselves.pdf
ER  -