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.
Recommended Citation
Horn, Brian R.
(2015)
"From Knowing to Understanding Student Empowerment: A Narrative Approach to Research in a Middle School,"
Networks: An Online Journal for Teacher Research:
Vol. 17:
Iss.
1.
https://doi.org/10.4148/2470-6353.1033
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