Including Student Narratives in Teaching

Abstract

This article deals with an educational structure where students' personal narratives are used to deepen their understanding of what reactions to crises may imply. Through writing about experienced violence the students introduced into the learning environment stories that could be analyzed and serve as illustrations of ways of reacting to crises. The project aim was to develop a pedagogical method for linking practice and theory closer together. Research findings indicate that the method can be used as away of personalizing knowledge, heightening self-insight and influencing the social environment of the classroom positively. The article also considers the ethical and clinical considerations that must be taken into account when involving student narratives in educational programs.

Key Words:

• Narrative
• reflection
• praxis knowledge
• mental health
• crisis theory
• reactions to experienced violence