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The aim of this narrative inquiry self-study project was to become more purposeful as a change agent in my postgraduate pedagogy. My objective was three-fold: I had a social justice agenda and also wanted to improve my pedagogy and my students’ learning. My reflective pedagogic approach was designed to practice culturally responsive pedagogy and critical pedagogy from which I and my participant students would benefit. I practised reflective pedagogy and also asked that the students reflect on their teaching and learning experiences inside and outside of my lectures; a colleague who served as a critical friend conducted a peer-review exercise. My findings were that through multilayered analysis of my lecture reflections from previous years, my 2016 reflections, my students’ reflections of my pedagogy and of their teaching and learning outside of my lecture, as well as the feedback from my critical friend, I was able to consider the nuances of the different voices and experiences and to adapt my practice in response to the needs of the students and their lived experiences.

Multilayered reflections of a social justice bricoleur: Becoming more purposeful in my postgraduate pedagogy