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September 5, 2025Journal for Multicultural Education

“I’m just becoming okay with being incomplete”: how an international, multiracial teacher research group pursued a nonexclusionary whole through storywork

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Authors

KSKushya Sugarman

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Overview

Qualitative study reveals how storytelling fosters pedagogical transformation in teachers, indicating new equitable practices.

Key Points

  • Cascading stories prompted ethical reflection and pedagogical transformation among teachers.
  • Teachers co-constructed relationships by embracing uncertainty and shared incompletion.
  • Discourse analysis revealed how stories act as collective resistance in oppressive educational contexts.
  • The study offers a model prioritizing relational storywork over prescribed teaching methods.

Cite This Study

Kushya Sugarman (2025) studied this question.

synapsesocial.com/papers/68bb5f3e6d6d5674bcd034efhttps://doi.org/10.1108/jme-01-2025-0023
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