Through narrative inquiry, preservice art educators in the School of Art at the College of Design, Art, Architecture, and Planning at the University of Cincinnati, use their own biographic narrative as data to understand the nature of their educational experience and to project a better approach to that educational experience in their futures. Through narrative inquiry, they regressively reflect on their own social positions and synthesize that with their analysis of current experiences in the art education field. These future art teachers present their process of narrative inquiry that has evolved into a viable curricular approach they hope to implement in their future classrooms or schools. By reflecting on their position, privilege (or lack of privilege), and biases and synthesizing that with their current experience in the art education field, they questioned situations and events that led to further research.
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