Overview

Humans, as it is often said, are storytelling animals. In his groundbreaking 1984 article, “Narration as a Human Communication Paradigm,” Walter Fisher contended that narratives, not argument, were at the center of human reason (3). Indeed, pre modern humans used storytelling as “carefully … scripted spectacle where the sovereign imparts moral lessons to the subject” (Boje, 1993, p. 439). The reason for this, according to folklorist and scholar Carl Lindahl (2018), is that narratives – unlike other forms of rhetoric – employ both hemispheres of the brain (p.9). The left hemisphere responds to the logic of the plot (cause and effect, temporal reality, interpersonal relations, plausibility, etc.) while the right hemisphere responds to the imagery created by the narration. Thus, narratives employ both the logical (left) and creative (right) sides of the brain, making them the only known rhetorical device that does so (Lindahl, 2018). It is for this reason, according to Fisher, that narratives have continued to be the dominant form of human discourse into modern times, when most assume that we have developed more advanced forms of intellectual discourse (1984, p.2).

It should come as no surprise, then, that storytelling emerged as an important tool in both establishing and pushing for a place at the table in dominant society and culture amongst queer individuals. (I use the term queer here – and will continue to use it – in a very broad sense, defining it as Harper et al. (1997) do in their special double issue of Social Text, “Queer Tranexions of Race, Nation, and Gender,” to encompass sexual but also social otherness for any and all identities that find themselves willingly or unwillingly pushed to the fringes of society.) As McCormack (2014) asserts in Queer Postcolonial Narratives and the Ethics of Witnessing, stories force others to witness queer existence and also to form a bond with the storyteller that did not exist before. Without this witness, the narrative loses its power of effect on both society and culture but also on the teller. Thus, the impact coming out stories have for LGBTQ individuals and their reverberate throughout society. Other narratives featuring racial, ethnic, and gender elements also often feature the same elements as coming out narratives (another reason I equate queerness with any type of maligned social identity). The ability of a queer individual to shape their own narrative, placing themselves firmly within a society that all too often pushes them aside culturally, economically, and physically, has the power to put the queer individual back in control of his, her, or their story. The very act of telling one’s story is an act of creation: creation of one’s past, present, and future both personally and socially/culturally. It is no surprise then that the inability to tell one’s story is a detriment to their place in society.

The basis of most modern psychotherapy, in fact, is rooted in narrative creation. Indeed narrative “blocks,” where an individual cannot imagine themselves at the center of an optimistic enough narrative, are considered the key cause of many psychological conditions (White et al., 1990). In Narrative Means to Therapeutic Ends White et al. propose that “problem-saturated” stories are what cause people to develop a myriad of psychological conditions, and that narrative therapy helps them heal by externalizing the “problems” in their stories and recognizing new potential alternative narratives for their lives (1990).

The question is strikingly relevant now as online classes are more hegemonic within the U.S. (Cochran, 2014) while online classes are also expanding at almost every university, college, and community college. The 2020 COVID-19 pandemic crisis has greatly accelerated these trends, with nearly every learner across the globe now exposed to online learning in one way or another. While online classes expand, we must take stock of how our most socially disadvantaged students fare. We know that Latinx students, for instance, perform worst in elementary, secondary, and postsecondary academic settings compared with their peers as well as achieve less overall educational attainment (Digest of Education Statistics, 2017). Additionally, international students perform worst (Karkar-Esperat, 2018) and feel more isolated (Erichsen, et al., 2011) than their hegemonic peers in online learning environments. According to the Critical Race Theory of Education this is due to the racist underpinnings of academia, which reflect dominant society’s upholding of “Whiteness as property” (Landson-Billings et al., 1995).

Telling one's story can be fraught with anxiety under any circumstance, but especially for students' within the racist structure of the Academy. My own experience learning to tell my story has taken decades. I am now at the point that I can tell as detailed or as summarily a version of my personal narrative as fits the situation. Let me briefly share my story with you now: Born to a mexican immigrant father who committed suicide due to his failure to achieve the American Dream he felt was promised to him, I've spent my life attempting to right the wrong that he failed to achieve. Unfortunately, the trauma of my early life left me not only in poverty but in a poverty of health as I struggled with various chronic maladies throughout my life. While education opens doors, it also has guards. Wealth inequality and whiteness as property keep the doors of true opportunity tightly sealed and guarded. Only through fierce self-discovery and struggle have I been able to sucessfully carve out a life of socieeconomic advancement through academic and personal empowerment. The narrative arc of my personal story led me to want to help others build their own narratives of empowerment within the academic setting.

An online learning module such as this can help to alleviate the anxiety that comes with personal storytelling as it offers students the tools and flexibility to tell their story utilizing online tools they are familiar with, such as cell phone videos (or, "stories"), texting/tweeting, audio, and/or written or visual narrative. By allowing students to come to the material from the comfort and security of their own technological interaction, we give students the space to explore this deeply personal ideas at their own pace. What's more, the multimedia appraoch allows students to absorb and interact with the information in ways they would otherwise fail to do in a typical classroom setting (Kalantzis & Cope, 2014).

Intended Learning Outcomes

This learning module is intended for students in gateway higher education courses. It should be offered at the outset of a full semesterly or quarterly course - even if that course is totally unrelated to personal narratives. By completing this learning module at the outset, students will build a sense of empowerment while also building in their peers and instructors alike empathy for their personal and educational journeys. In so doing, students will have better learning outcomes both in the course that this is offered in and beyond.

This learning module takes students and instructors on a journey through 1) the importance of narrative to self, 2) problematizing the past, 3) narrative therapy, 4) constructing a narrative, 5) sharing your narrative, and 6) getting feedback on your narrative. The course should meet synchronously for one hour per week - either as part of the broader curriculum or as its own standalone course. It is meant to be easily inserted into other curriculum - such as Math 101, English 101, etc. (typical gateway courses).

This course should have a duration of 4-6 weeks, depending upon frequency. Enough time should be given for students to properly grapple with the intense personal nature of this work.

Through this learning module, students attain a foundational understanding of narrative and narrative blocks, how narrative therapy works, how to construct their own empowering narrative, how to share their narrative safely and with limited ansixety, and finally, how to get and give feedback on their and their peers' narratives.

By the end of this course, learners will be able to do the following:

Describe the foundational understanding of narrative and narrative blocks.
Employ a form of "classroom specific" narrative therapy.
Construct their own narrative that empowers their personal and academic journey.
Share their narrative.
Give honest, respectufl, and constructive feedback to peers on narratives.

Information Survey

Student

Instructor

At the beginning of the course, deploy the following survey in order to guage your students' situations and what proactive outreach you will need to do in order to help them be comfortable and sucessful throughout this deeply personal learning module.

Information_20Survey_20for_20Personal_20Narrative_20Learning_20Module.docx

Update 1: The Importance of Narrative to Self

Student

To tell your story is an act of bravery. Narratives have the power to shape history, indeed, are history. The best personal stories challenge and question the power strucutres of dominant society. As Donna McCormack asserts in Queer Postcolonial Narratives and the Ethics of Witnessing:

The structure of testimony is performative insofar as the speech act bears witness to and makes possible the very process of narrative production, where such a creation has previously been unimaginable. (2014, p.20)

What McCormack is saying here is that your story belongs to you. It is your testimony about - and maybe even against - society and your place in it.

Narratives have a central place in human culture:

Media embedded April 21, 2020

Greater Good Science Center. (2015, Jan 28). The Importance of Narrative. Retrieved from: https://www.youtube.com/watch?v=2tjpsylWEVE&t=17s

You may not realize it, but your life is a narrative - a story - that you tell yourself and others.

Media embedded April 21, 2020

TEDx Talks. (2015, May 7). The Power of Personal Narrative | J. Christian Jensen | TEDxBYU. Retrieved from: https://www.youtube.com/watch?v=TuCUgD3Si-M

Our personal histories are actually narrative constructs:

Media embedded April 21, 2020

Stanford. (2011, Dec 5). The Narrative Construction of the Self. Retrieved from: https://www.youtube.com/watch?v=kDSH9Xb_0Ag&t=3s

Now it's your turn: based on the above information, make a comment below about your experience with constructing a personal narrative.

Write an update: Do you think people's narratives are more like fiction or non-fiction? Do they change and embelish or are they fixed to reality? Explain your reasoning using examples from popular culture (movies, books, songs, other media.)

Instructor

This update is a way to introduce students to the idea of narrative, its place in human culture, and the importance to us personally. The concept we attempt to have students grapple with is that narratives are fungible and can change. Some students will have never encountered this idea, and we want them to realize for themselves that their own "narrative" or story is just a construct that has been constructed by them and other players over time.

Update 2: Problematizing the Past

Student

Think about your own story. Is it heroic? Is it tragic? Sad? What is the overarching theme?

Whatever it is, you must realize that you and others have contributed to this narrative construction. While all stories contain elements of truth, they also contain elements of fiction. Since it is your story, you can change any parts of it that you wish.

Now think about a part of your story that saddens you, or emberrases you, or makes you wish it didn't happen. This is what we call problematized.

What is problematized?

Media embedded April 21, 2020

Place, Shannon. (2018, Jan 8). Problematization: What & Why. Retrieved from: https://www.youtube.com/watch?v=8rPxJsM5bEY

You may not realize it but society has a huge impact on your story and what you feel about it. But you can reclaim your story:

Media embedded April 21, 2020

TED. (2009, Oct 7). The danger of a single story | Chimamanda Ngozi Adichie. Retrieved from: https://www.youtube.com/watch?v=D9Ihs241zeg&t=2s

One aspect you may find true of your story or stories is that they get stuck in "negatives." Here's how you can get them "un-stuck."

Media embedded April 21, 2020

TEDx Talks. (2013, Jun 22). Getting stuck in the negatives (and how to get unstuck) | Alison Ledgerwood | TEDxUCDavis. Retrieved from: https://www.youtube.com/watch?v=7XFLTDQ4JMk&t=2s

Now it's your turn: write a comment about how problems can stick a narrative and what one can do about it.

Write an update: consider a problem in your story or a story of someone you know (don't use real names if writing about someone else). Tell us about the problem and then re-write the narrative with a new outlook.

Instructor

As Godina found with his Xinachtli Project, Latinx students will often regurgitate the teachings of dominant society about their place within it: that they are trespassers, less than, lazy, criminals, etc. (2003, p. 143). That these constructs are myths perpetuated by a dominant society hell bent on maintaining the power of Whiteness as property may seem obvious to those that have been exposed to Critical Race Theory, but to students who have not grappled with these mind-bending ideas, the teachings of dominant society still reverberate strongly Godina, 2003).

In this section, we encourage students to recognize that "problems" in theirs (and others) stories are just that: problems to solve. First they learn to identify problems, then they actively externalize one in their own or another's story, teaching them an important first step in re-framing narratives.

Update 3: Narrative Therapy

Student

Narrative therapy is a key aspect of modern psychotherapy.

Media embedded April 22, 2020

Grande, Dr. Todd. (2016, Jan 21). Theories of Counseling - Narrative Therapy. Retrieved from: https://www.youtube.com/watch?v=7HNw8LkTS68

By changing your story, you change your life.

Media embedded April 22, 2020

TEDx Talks. (2018, Jan 3). Change Your Story, Transform Your Life | John Sharp | TEDxBeaconStreet. Retrieved from: https://www.youtube.com/watch?v=MN_zmzKT2Wk

How can you change your story? By externalizing your "problems."

Media embedded April 22, 2020

Grande, Dr. Todd. (2016, Feb 14). Narrative Therapy Role-Play - Externalizing the Problem - Excessive Worry. Retrieved from: https://www.youtube.com/watch?v=Gbt41Zn8qSU

Now it's your turn: write a comment in which you explain in your own words the benefits of narrative therapy. Are there any potential drawbacks?

Write an update: choose one of the below three tools to explore your own narrative and use the update to share some key points about your life that you are comfortable sharing. Shape them into a proto-narrative.

1. https://www.psychologytoday.com/us/blog/quantum-leaps/201907/how-rewrite-your-past-narrative

2. https://reauthoringteaching.com/pages-not-in-use/externalising-conversations-handout/

3. https://perception.org/wp-content/uploads/2014/11/Telling-Our-Own-Story.pdf

Instructor

We now have the student exploring their own narrative within the context of "narrative therapy." With the concepts of narrative therapy in hand, the students should begin to explore how they can begin shaping their own narrative and re-examining the "problems" therein.

Update 4: Constructing a Narrative

Student

First, you should understand that your story is firmly rooted within your cultural and economic heritage and the context of your place in society. Regardless of your station in life, you can weild your story as a weapon against the dominant cultural, economic and societal forces that aim to oppress you.

Media embedded April 22, 2020

USEmbassy Madrid. (2011, Apr). Richard Rodriguez. Retrieved from: https://www.youtube.com/watch?v=zbcRQYMRqD0&t=1s

You should also recognize that even if you are a part of the dominant culture, you can still craft a positive racial identity.

Media embedded April 22, 2020

TEDx Talks. (2017, Aug 31). How Can I Have a Positive Racial Identity? I'm White! | Ali Michael | TEDxCheltenham. Retrieved from: https://www.youtube.com/watch?v=hxXMf5K1W6E

When preparing to tell your story, it's important to recognize that not only is it yours to weild (as an instrument of resistance against an unust system, if you wish) but also that good stories have similiar elements. Crafting a story that others enjoy and can follow will help get your message across. Here are tips to telling a good story:

Media embedded April 22, 2020

TED. (2012, Mar 21). Andrew Stanton: The clues to a great story. Retrieved from: https://www.youtube.com/watch?v=KxDwieKpawg

Schoder, Will. (2106, Nov 23). Every Story is the Same. Retrieved from: https://www.youtube.com/watch?v=LuD2Aa0zFiA&t=1s

Now it's your turn: comment below and adress these two topics: 1) Is every story really the same? and 2) Does a personal story have the ability to change the world? How and why?

Next, create an update in which you present your own narrative using the elements above. You can use any media format you wish, including writing, audio, video, memes, etc. Be creative and make the story your own, because it is! This is your first draft of your peer reviewed project.

Finally, review at least two other students' updates and comment on their stories, letting them know what you liked and offering any suggestions for improvement.

Instructor

This is the update where students finally present a first draft of their narrative. It will be anxiety inducing and uncertain for many. You should proactively set a time to touch base with each student during the course of this project week and ensure that students are making progress, help them develop their ideas, and give them practical tips for accomplishing their task. Since this is their personal story, many students will put this project on a pedastool and feel the need to make it perfect, creating too much performance anxiety for them to actually get started. You should reinforce that this is a first draft and that they will have an opportunity to continue making changes to their work as they move forward.

Another important aspect of this stage of the learning module is your participation. You should also be presenting your story in an update first off - in several different media formats if at all possible - to give them an example to look to as they make their own work. Ensure that your update is not overly "slick" or too professionally "produced." In fact, it should be rather rudimantary, using simple techniques to be as creative as possible, so that students get an idea of what they can accomplish.

Update 5: Sharing your Narrative

Student

You've thought about your story and have shared a first draft with our learning community. This is a big first step - one that often fills people with anxiety and fear. But you did it! Congratulations.

Now it's time to think about the audience. You've received feedback from your peers and your instructor. Think about what will make your story more accessible to an audience. What will make it more relatable, more entertaining, easier to understand, faster to read/watch/listen to? All of these elements make for a more accessible story, and allow your narrative to reach more individuals (thus increasing its overall impact).

Read the following articles for tips on crafting your story for maximum "share-ability."

https://www.socialmediatoday.com/marketing/6-ways-tell-your-personal-story

https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-content/uploads/2018/07/Story-Arc-Image.png

Now, explore some examples of personal multimedia stories:

https://www.drlouiefrodriguez.com/my-educational-journey.html

https://elenaplaiter.com/2013/06/05/multimedia-storytelling-examples/

Media embedded April 22, 2020

ReachOut.com Australia. (2018, Sep 18). How Bianca's family helped her reach her goals. Retrieved from: https://www.youtube.com/watch?v=xm1pl3vwt3U

Now it's your turn: write a comment below that explores what all these multimedia stories have in common. Are they all short and to-the-point? Are they all entertaining? Do they all have a conflict and resolution? Share your thoughts.

Next, go back to your update with your story and make edits to it. If you shot a video or recorded audio, that might mean re-recording or re-editing to make it more concise or have an earlier "hook" for the audience. Do what you can to make it as accessible as possible.

Finally, comment on at least 3 of your peers' updates explaining how their story made you feel and what it made you think.

Instructor

We are now honing our students' story telling abilities - introducing them to the ideas of "master" storytellers. We want them to think of their story from their perspective but also from the audience's perspective. A story that no one wants to engage with is not much use as a weapon against oppression - so using classical storytelling elements is essential to ensuring that people pay attention to our students' stories.

Update 6: Getting Feedback on your Narrative

Student

Stories are meant to be shared. Your personal narrative is yours and yours alone. But to be effective as an instrument against existing power structures, it should also be as memetic as possible so that is can be shared as widely as possible. What is memetic? Chances are, you already know. Something that is memetic is a meme. What is a meme? Well, you know:

Retrieved from: https://makeameme.org/meme/oh-i-see-5afa98

A meme is simply something that has virility, something that hits a nerve in a people and a culture that makes them want to share it with others, and so on. Stories are the original "memes," packets of useful information that were secretly housed in exciting, surprising, scary, uplifting, etc. structures (sometimes called genres).

That is why you will want to seek feedback from others about the success of your story so that you can see what "works" and what doesn't. This will allow you to continue sharpening your storytelling insticts. It should be noted that this is not meant to be an excericise by which you water down your story, changing the essence or intent of your theme into something it is not. Only you know the central meaning and importance of your story. Hold onto that. Don't change it for anyone. At the same time, be open to how you can make your story more memetic, so that your central conceit will be shared more widely.

Here is how you can seperate the feedback you get:

Media embedded April 22, 2020

Adeyemi, Tomi. (2017, Sep 6). How to Seperate Good and Bad Writing Feedback. Retrieved from: https://www.youtube.com/watch?v=cHVp8MmtFMk&t=43s

Accepting feedback - especially about something so deeply personal and meaningful to our lives and inner-selves - can be an extraordinarily difficult task. You may find yourself unexpectedly hurt - sometimes very deeply - by feedback you receive. That's why it is important to give feedback in an exceedingly respectful manner and also to prepare yourself to receive the feedback in an open way that acknowledges the feedback is about the work, not you personally, while also recognizing that it is only one individuals' oppinion - one that you are free to heed or not. The key is to remember that you are in control. You do not need to "fix" anything about your story that you don't feel that you want to. You also can pick and choose which ideas are useful to you and which are not. Feedback is yours and yours alone to do with as you see fit.

Media embedded April 22, 2020

TEDx Talks. (2013, Apr 19). Run, hide, or say thank you: when faced with feedback, what do you do?" Joy Mayer at TEDxCoMo. Retrieved from: https://www.youtube.com/watch?v=b0bS4xJiEU8

Finally, you will not only receive feedback, you will also be giving feedback. When giving your feedback, remember to give your feedback with care, respect, and thought.

Media embedded April 22, 2020

ACCA. (2017, Apr 25). How to give constructive feedback. Retrieved from: https://www.youtube.com/watch?v=u4E8U_GPhMY&t=12s

Finally, not sure with how to give your feedback? Try the "TAG" method:

Media embedded April 22, 2020

Cranfil, Katie. (2014, Jan 17). Simple Peer Feedback. Retrieved from: https://www.youtube.com/watch?v=2FLxh0sV8ZQ&t=2s

Now it's your turn: make a comment below about how to effectively give and how to effectively receive feedback.

Next, write an update with feedback of at least 200 words on your assigned peer's work. Then, comment on at least two other peer's feedback about other's work.

Instructor

This is the culmination of the students' work: their stories have been told, re-told, and continously honed. They have submitted their narrative project for public scrutiny and their personal stories are on display. There will be much anxiety - even still - among your students so it is imperative that we now teach them to give and receive feedback in a positive, constructive manner. You should use your synchronous class time to review each student's project, one-by-one, and prompt the class to discuss the project respectfully yet critically. You should model for them what respectful constructive feedback looks like by opening each discussion with one observation about the work you liked and one area of potential improvement and/or a question (intended to get them to think about a concept). This will help the students prepare for giving their peers more extended feedback seperately.

Peer Reviewed Project

Student

For this project you will use your personal narrative that you first drafted in update 4 and revised in update 5 to create a new, "best" version of your personal narrative that will be discussed in class and reviewed by an assigned peer in update 6. You will have one final opportunity to revise your work before final submission based on your class and peer feedback. Remember, you own this story. Tell it with conviction, pride, and empowerment, and tell it however you feel it needs to be told.

Rubric for peer review:

Score	1	2	3
Voice	Little authorial voice	Good authorial voice	Commanding authorial voice
Narrrative Drive	Little narrative drive	Good narrative drive	Commanding narrative drive
Length and Pacing	Too short or too long with little-to-no pacing of action	Good length with decent pace of action	Excellent length with a good pace of action

Voice: The quality in a narrative of a unique and clear perspective from the author that shines through.

Narrative drive: The story moves forward from one event to the next in an interesting and surprising sequence that leads to unexpected and/or satisfying outcomes.

Length and Pacing: The rate at which action (or events) happen within the narrative relative to how long it is. A short story may have only one or two actions in them while a long one will typically need many actions to warrant its length.

Instructor

This is the ultimate endpoint of this module: the student takes control of her, his, or their narrative and learns to weild it with confidence. As instructor, you should give the students the confidence to free themselves from what they "think" an academic work should look like and let them communicate their story in whatever way comes most natural to them. Let them scrape everything that came before and just post a series of text messages, tweets, tik toks, etc. if that's what they're most comfortable with. Encourage them to unleas their creativity and free themselves from the typical expectations of the "academic" confines.

Use this rubric to score completed projects. https://d1311w59cs7lwz.cloudfront.net/attachment/272919/110d5a936e13e32a2cb20f1d32a1fa08f00dcb46/rubric.pdf?Expires=1587923854&Signature=e-18Oz-ReuzzVu2daKdVZXBXRQDGPXZbAFpQZrETgmD-pveGoygeOdmHkDyz~ZDPt8PuKjBEeLPILW-wfQSPCLYtAXUes0W5HoAJpXIEVGC9YkdH4gsri4KAWObnIkEQHc4uKfNeYl0VLGPysNHAp327CaMIXGmqyrLExi0sBCCTD3cZ4QKlUJlVowHxD11XiF5lmIJYoITilDI0nmxDxE7zuFeLOGkMMLZ7vMx~IeEadKe31mW3H9g7JqV86LqOlM84zJsBEyI1ICe~WDLNVx8iLW-fDDuYT65kEIO3fC69r6W7mzWqCxn~1cx9H7IwWjI8j9BWylPzJ5po3DBZjw__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA

Assessment and Evaluation

Student

Instructor

rubric.pdf

Use the following rubric to assess the students and evaluate their progress. Share this with them at the beginning of the learning module and remind them throughout that this is how they will be evaluated.

References

ACCA (2017, Apr 25). How to give constructive feedback [Video]. YouTube. https://www.youtube.com/watch?v=u4E8U_GPhMY

Adeyemi, Tomi. (2017, Sep 6). How To Separate Good and Bad Writing Feedback [Video]. YouTube. https://www.youtube.com/watch?v=cHVp8MmtFMk

Baldwin, S., et al. (2017). Interactive Storytelling: Opportunities for Online Course Design. TechTrends, 61, 179-186. doi: 10.1007/s11528-016-0136-2

Biggs, J. (2003). Aligning Teaching for Constructing Learning. The Higher Education Academy, 94(11), 4. doi:10.1063/1.3100776

Cranfil, Katie. (2014, Jan 17). Simple Peer Feedback [Video]. YouTube. https://www.youtube.com/watch?v=2FLxh0sV8ZQ

Digest of Educational Statistics. (2017). Tables 104, 326.10, and 326.20.

Erichsen, Elizabeth, et al. (2011). Towards Understanding International Graduate Student Isolation in Traditional and Online Environments. Education Tech Research Dev, 59, pp. 309-326. doi: 10.1007/s11423-010-9161-6

Gobel, P., et al. (2016). The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion. International Conference on e-Learning, pp 174-178. Retrieved from: http://web.b.ebscohost.com.proxy2.library.illinois.edu/ehost/pdfviewer/pdfviewer?vid=0&sid=48399165-2695-4233-aa20-2ea613631998%40pdc-v-sessmgr04

Godina, H. (2003). Mesocentrism and Students of Mexican Background: A Community Intervention for Culturally Relevant Instruction. Journal of Latinos and Education, 2(3), pp. 141-157. Retrieved from http://web.a.ebscohost.com.proxy2.library.illinois.edu/ehost/pdfviewer/pdfviewer?vid=0&sid=e1dca4a1-f841-479c-98af-b17565cf84e0%40sdc-v-sessmgr02

Godsil, Rachel D. & Goodale, Brianna. (2013, Jun). Telling our Own Story: The Role of Narrative in Racial Healing. Retrieved from: https://perception.org/wp-content/uploads/2014/11/Telling-Our-Own-Story.pdf

Grande, Dr. Todd. (2016, Jan 21). Theories of Counseling - Narrative Therapy [Video]. YouTube. https://www.youtube.com/watch?v=7HNw8LkTS68

Grande, Dr. Todd. (2016, Feb 14). Narrative Therapy Role-Play - Externalizing the Problem - Excessive Worry [Video]. YouTube. https://www.youtube.com/watch?v=Gbt41Zn8qSU

Greater Good Science Center. (2015, Jan 28). The Importance of Narrative [Video]. YouTube. https://www.youtube.com/watch?v=2tjpsylWEVE

Hardy, Benjamin. (2019, Jul 26). How to rewrite your past narrative. Psychology Today. Retreived from: https://www.psychologytoday.com/us/blog/quantum-leaps/201907/how-rewrite-your-past-narrative

Karkar-Esperat, Tala Michelle. (2018). International Graduate Students’ Challenges and Learning Experiences in Online Classes. Journal of International Students, 8(4), pp. 1722-1735. doi: 10.5281/zenodo.1468076

Kramer, Bryan. (2016, Jun 22). 6 ways to tell your personal story. SocialMediaToday. Retrieved from: https://www.socialmediatoday.com/marketing/6-ways-tell-your-personal-story

Ladson-Billings, G., et al. (1995). Toward a Critical Race Theory of Education. Teachers College Record, 97(1), pp. 47-68. doi: 0161-4681-95/9701/047

Lazzari, Marco. (2016). Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training. International Conference e-Learning. Retrieved from: https://files.eric.ed.gov/fulltext/ED571474.pdf

Otto, Daniel. (2018). Using Virtual Mobility and Digital Storytelling in Blended Learning: Analysing Students’ Experiences. Turkish Online Journal of Distance Education, 19(4), article 5. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1192803.pdf

Pilcher, K. (2017). Politicising the ‘Personal’: The Resistant Potential of Creative Pedagogies in Teaching and Learning ‘Sensitive’ Issues. Teaching in Higher Education, 22(8), pp. 875-990. doi: 10.1080/13562517.2017.1332030

Place, Shannon. (2018, Jan 8). Problematization: What & Why [Video]. YouTube. https://www.youtube.com/watch?v=8rPxJsM5bEY

Plaiter, Elena. (2103, Jun 5). Multimedia storytelling: examples. www.elanaplaiter.com. Retrieved from: https://elenaplaiter.com/2013/06/05/multimedia-storytelling-examples/

Re-Authoring Teaching. The statement of position map - version 1. www.reauthoringteaching.com. Retrieved from: https://reauthoringteaching.com/pages-not-in-use/externalising-conversations-handout/

ReachOut.com Australia (2018, Sep 18). How Bianca's family helped her reach her goals [Video]. YouTube. https://www.youtube.com/watch?v=xm1pl3vwt3U

Rodriguez, L. F. (2018). The Educational Journeys of Students of color Across the Educational Pipeline: A Pedagogy of Storytelling or a Struggle for Freedom? Diaspora, Indigenous, and Minority Education, 12(4), pp. 214-229. doi: 10.1080/15595692.2018.1497970

Rodriguez, L.F. (2018). My educational jounrey. www.drlouiefrodriguez.com. Retrieved from: https://www.drlouiefrodriguez.com/my-educational-journey.html

Schoder, Will. (2016, Nov 23). Every Story is the Same [Video]. YouTube. https://www.youtube.com/watch?v=LuD2Aa0zFiA

Shevellar, L. (2015). From Bearers of Problems to Bearers of Culture: Developing Community in the Community Development Classroom. International Journal of Qualitative Studies in Education, 28(4), pp. 457-475. doi: 10.1080/09518398.2014.916433

Sosa-Provencio, M.A., et al. (2019). Reclaiming Ourselves through "Testimonio" Pedagogy: Reflections on a Curriculum Design Lab in Teacher Education. Race, Ethnicity and Education, 22(2), pp.211-230. doi: 10.1080/13613324.2017.1376637

Stanford (2011, Dec 5). The Narrative Construction of the Self [Video]. YouTube. https://www.youtube.com/watch?v=kDSH9Xb_0Ag

Story Arc. Retrieved from: https://x78251kcpll2l2t9e46kf96a-wpengine.netdna-ssl.com/wp-content/uploads/2018/07/Story-Arc-Image.png

TED (2012, Mar 21). Andrew Stanton: The clues to a great story [Video]. YouTube. https://www.youtube.com/watch?v=KxDwieKpawg

TED (2009, Oct 7). The danger of a single story | Chimamanda Ngozi Adichie [Video]. YouTube. https://www.youtube.com/watch?v=D9Ihs241zeg

TEDx Talks (2018, Jan 3). Change Your Story, Transform Your Life | John Sharp | TEDxBeaconStreet [Video]. YouTube. https://www.youtube.com/watch?v=MN_zmzKT2Wk

TEDx Talks (2013, Jun 22). Getting stuck in the negatives (and how to get unstuck) | Alison Ledgerwood | TEDxUCDavis [Video]. YouTube. https://www.youtube.com/watch?v=7XFLTDQ4JMk

TEDx Talks (2017, Aug 31). How Can I Have a Positive Racial Identity? I'm White! | Ali Michael | TEDxCheltenham [Video]. YouTube. https://www.youtube.com/watch?v=hxXMf5K1W6E

TEDx Talks [J. Christian Jensen] (2015, May 7). The Power of Personal Narrative [Video]. YouTube. https://www.youtube.com/watch?v=TuCUgD3Si-M

TEDx Talks (2013, Apr 19). Run, hide, or say thank you: when faced with feedback, what do you do?" Joy Mayer at TEDxCoMo [Video]. YouTube. https://www.youtube.com/watch?v=b0bS4xJiEU8

USEmbassy Madrid (2011, April). Richard Rodriguez [Video]. YouTube. https://www.youtube.com/watch?v=zbcRQYMRqD0

White, M., et al. (1990). Narrative Means to Therapeutic Ends. New York, NY: W.W. Norton & Company.

Personal Narrative Learning Module

Students Sharing Stories to Build Empathy and Empowerment within the Higher Ed Classroom

Learning Module

Abstract

Keywords

Overview

Intended Learning Outcomes

Information Survey

Student

Instructor

Update 1: The Importance of Narrative to Self

Student

Instructor

Update 2: Problematizing the Past

Student

Instructor

Update 3: Narrative Therapy

Student

Instructor

Update 4: Constructing a Narrative

Student

Instructor

Update 5: Sharing your Narrative

Student

Instructor

Update 6: Getting Feedback on your Narrative

Student

Instructor

Peer Reviewed Project

Student

Instructor

Assessment and Evaluation

Student

Instructor

References