ABSTRACT
This chapter shares an action research project carried out at two Canadian universities, where future teachers were being prepared to educate for reconciliation. The research reveals the ways the metaphors used by the future teachers open up the meanings of their narratives in attempts to promote social change and reconciliation. Bringing metaphor and narrative into the same frame provides insight into the psychic dynamics of these responses and illuminates the problem of how future teachers may project their own vulnerability onto their students, whom they seek to protect, limiting their own pedagogies of social change.
