Storying the PETE Experience
Using narrative inquiry as both method and phenomenon to engage pre-service teachers (PSTs) with diverse stories of physical education (PE) we explored how PSTs stories interact, resonate, and bump with others’ diverse stories. We found that having participants engage with diverse stories of PE alongside their own, enabled them to think about implementing strategies that may foster social justice in gymnasium spaces. Utilizing critical autobiographical work alongside others diverse stories of PE offers participants a way towards practically engaging with the multiplicity of stories and experiences in PE to negotiate their own stories alongside diverse narratives within their practice.
Key words: narrative inquiry; physical education teacher education; social justice.
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