Narrative Theory as a Pedagogical Strategy for Culturally Responsive Teaching at HBCUs

Abstract

Explication of how Walter Fisher's narrative theory may be utilized as a pedagogical approach toward culturally responsive teaching (CRT) communication-centric courses at historically Black colleges and universities (HBCUs) is shared in this reflective chapter. The fundamentals of this pedagogical lens lean heavily upon applied theoretical knowledge, scholarship, and the author's practical experiences in teaching predominantly Black students. It is argued that the everyday communication style and life experiences of Black students be routinely fused into the communication course curricula, assignments, and activities to improve learning student and engagement. While teaching students at HBCUs are highlighted in this chapter, it is argued that all marginal and minority student populations, at any college or university, can benefit from college classrooms where student narratives are woven into the learning.