Identity curation in intercultural learning: The role of Artifact Elicitation in a Participatory Narrative Inquiry

Objective. As Lithuania moves from a multi-track system to an inclusive one, changes have been called for in teacher training to better respond to diversity within learning spaces. The aim is to explore the application of a Participatory Narrative Inquiry (PNI) design during a multicultural Master's pedagogical course (aimed at developing future teachers' intercultural competence). Identity curation techniques experimented with elicitation techniques of narrative artefacts during student reflections on their personal identities to respond to the lack of "identity safe school practices" (Steele & Cohn-Vargas, 2013) in the Lithuanian education system. 

Methods.  PNI here is a research strategy and intervention with pedagogical implications. Instrumentalising the multicultural story framework 'TARMAC' (Ward & Keck, 2021), dialogical themes facilitated discussions among Cross-Culture Kids (van Reken, 2017). Participants engaged in narrative interventions by creating artefacts (e.g. collages, maps, digital stories), followed by narrative research through elicitation of artefacts (via autoethnographies, interviews, and focus group discussions). As 'to facilitate the meaning-making process, artefact elicitation as specific techniques were used to create to elicit “thick description” and meanings from participants' (Douglas et al., 2015:2). This process provided valuable data on intercultural development through identity curation, offering insights into how participants' experiences influenced the learning environment while constituting classroom-ready tools. 

Results. Methodologically, participatory artefact elicitation enhances engagement and empowerment during the research process. Participants are active creators of solutions towards fostering inclusive learning environments through a better understanding of the self. Pedagogically, this collaborative effort demonstrates how the elicitation process fosters deeper reflection and contributes to identity-safe teaching and learning practices.  

Conclusion. The participatory and co-creation process of the project embodied a transformative learning model (Cranton, 2006) for all participants. The study also reflects on the intersectionality and plurality of roles experienced by student-teachers and participant- researchers across local-foreign contexts.