Abstract
This paper documents collective narrative practice in an Australian high school with students from refugee backgrounds and their families. Teachers were concerned about the students’truancy and their behaviour in class. I met with a group of boys to develop a counter story of their knowledge about respect. Drawing on their family and cultural backgrounds, the boys shared rich understandings about ways of demonstrating respect, and about its value. The documents they developed will be shared with their school community and with young people at other schools.
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