Leveraging narrative inquiry to support student learning in public policy courses
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Courses centered around public policy are rooted in relational work and provide a unique opportunity for teaching and learning, as policy work is tied to social, cultural, and political contexts. This mixed-methods exploratory study applied transformative learning theory to implement a narrative-based teaching intervention within a policy course to assess if, and how, narrative inquiry helps students reconceptualize their own ideologies surrounding policy work. The majority of students in the sample reported increased understanding of the complexity of policy issues and greater awareness of biases. This importance of “humanizing” value-laden content across curricula and recommendations for adaptation will be discussed.
Session Format
Research Brief and Reflection Panels
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
DiGregorio, Nikki, "Leveraging narrative inquiry to support student learning in public policy courses" (2022). SoTL Commons Conference. 63.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/63
Leveraging narrative inquiry to support student learning in public policy courses
Courses centered around public policy are rooted in relational work and provide a unique opportunity for teaching and learning, as policy work is tied to social, cultural, and political contexts. This mixed-methods exploratory study applied transformative learning theory to implement a narrative-based teaching intervention within a policy course to assess if, and how, narrative inquiry helps students reconceptualize their own ideologies surrounding policy work. The majority of students in the sample reported increased understanding of the complexity of policy issues and greater awareness of biases. This importance of “humanizing” value-laden content across curricula and recommendations for adaptation will be discussed.
