•  
  •  
 

Abstract

This paper examines how, as a teacher researcher, I employed a narrative approach to research to better understand my 8th grade Language Arts students’ empowerment in school. Drawing on sociocultural theory, critical pedagogy and a narrative approach to teacher research, students’ voices were privileged and compared to the systemic assumptions regarding student empowerment inherent in No Child Left Behind (NCLB) policy in order to develop a stronger professional understanding of how schools empower and disempower students.

Author Biography

Assistant Professor Illinois State University School of Teaching and Learning

Share

COinS

Rights Statement

Rights Statement

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).