Multimodal Photo-Narration in Initial Teacher Training

Abstract

In this chapter we present a teaching innovation project that emerges from the following concerns:What practices can we build that allow trainee teachers to identify and most importantly to understand the complexity of the mechanisms of exclusion and to rethink their beliefs? How can we create contexts of activity in which students can work together to delve into their particular visions and interpretations of social reality and analyse the educational implications of them?We explore ways in which we can use one strategy, photo-narrative, in our professional practice to generate varied narrative modalities that jointly enable us to shape a voice to be shared and recreated for the students to explore reality, make sense of it and examine their visions and biases with their peers, while introducing other ways of think and operate in the school system. The narrative practices we have explored revolve around community art practices and the concept of "drift" in a physical environment. We discuss the value of this strategy from the results obtained, and the possibilities of using this type of narrative to help trainee teachers learn to interpret the socio-cultural reality around them and identify uneven and unfair practices.