Looking through the philosophical lens of love, this study seeks a deeper understanding and appreciation of how postsecondary social justice educators use storytelling, in the context of critical peace education, to create social change. This research explores the guiding question of how storytelling is used to encourage social change and to inspire action toward the goal of greater social justice. The argument for the importance of this research is located within the crisis of neoliberalism, where the very tenets of democratic education are being challenged by an educational agenda that favors standards-based learning and employment training over the critical and analytical thinking skills required for democracy to flourish. The results of this study identify storytelling as a method of ideology critique, and locate it within a larger process of loving praxis. A theoretical model of loving praxis is offered to explain how postsecondary social justice educators engage story as an action that leads to the goal of social justice. The steps in the model describe how valuing the common good motivates social justice educators to take action through storytelling, toward the outcome of building transformation, voice, and agency within students as a means to build greater social justice. The sense of possibility that is cultivated in this process re-engages the cycle by validating the value of and hope for the common good.
|Commitee:||Henry, Samuel, Labissiere, Yves, Mukhopadhyay, Swapna, Reynolds, Candyce|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 72/11, Dissertation Abstracts International|
|Subjects:||Pedagogy, Adult education, Peace Studies|
|Keywords:||Critical peace education, Ideology critique, Loving praxis, Peace education, Social justice, Storytelling, Transformative teaching|
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