Learners’ Aggressive Behaviour and Childhood Trauma: Narrative from Pedagogic Perspective

Storytelling provides traumatised children and students the opportunity to narrate their live experiences and aspects of such experiences that affect their attitude towards learning. This can be done through gleaming from narratives that have been submitted as personal narratives and as an inroad into the adolescent’s psychology. This study applies the theories of narrative pedagogy and trauma to analyse the Abolade Oluwabukunmi’s narrative of March 3, 2023 on Facebook, as data for our analysis. In this study, the authors examine narrative pedagogy as a medium for understanding childhood trauma and aggression in the Global South Classroom through frequent assignments on self as a form of narrative pedagogy. This study analyses the testimonies of a teacher in RantHQ on Facebook who gave testimonies on how personal narratives of students were used in understanding the psychological state of students. The foregoing provides a medium for how teachers should relate with adolescent students through an understanding of their lived experience in society. This study presents students’ personal storytelling as one strategy for educating “truant” students through understanding of their lived experiences. Using narrative pedagogy, this paper explores the role of autobiographical narratives in providing a glimpse of the psychological state of student behaviour in school. A purposive sampling technique was used to pick stories on RantHQ’s Facebook page, and the content was subjected to literary analysis as an aspect of narrative pedagogy by the students.

Keywords: Narrative Pedagogy, Class, Adolescents, Truants and Aggressive behaviour