Narrative repair in teacher education:Restorying painful histories and “damaged” queer teacher identity

Abstract

Theorizing narrative repair, this article provides an actionable process for addressing “damaged” teacher identity in teacher education. Narrative repair involves three steps: 1) storying your pain, 2) composing alternative feelings using speculative storytelling, and 3) processing repair. Drawn from a United States-based narrative inquiry study with queer educators, findings in this article illustrate this process and demonstrate how queer teachers can address pain attached to so-called “damaged” queer teacher identity. This article concludes by complicating the call for moving beyond damage-based research frames in teacher education globally and instead invites an orientation towards repair.