Importance of teachers' lives through narrative inquiry

 

I interviewed five faculty as a focus group on their understanding and use of culturally responsive teaching. It was inspiring to hear why they teach at a Hispanic Serving Institution. One Chicano faculty who grew up in the neighborhood said, “It’s about empowering our community” and another said “I see students that are like me.” When I asked for examples of practice, one participant said, “I try to affirm students as much as I can in letting them know they’re important” and another said, “I want them to feel like they belong in this classroom and can do the work.” I am inspired to perform narrative inquiry as it reveals teachers experiences that few other methods can uncover.

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