“I Have a New Understanding”: Critical Narrative Inquiry as Transformation in the English-History Classroom
Abstract
This case study highlights what roles classroom discussion and activity around literature, history, and society play in developing one student’s understanding of complex social issues, and what ways of talking and thinking develop over time.
How to Cite:
DeBlase, G., (2005) ““I Have a New Understanding”: Critical Narrative Inquiry as Transformation in the English-History Classroom”, Journal of the Assembly for Expanded Perspectives on Learning 11(1). doi: https://doi.org/10.7290/jaepl1119ih
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