Narrative Identity Formation: Rethinking Speech-Language Pathologists' Impact Through a Critical Lens

This viewpoint employs a critical pedagogy lens to examine the impact of current narrative evaluation and intervention practices and the resulting impacts on children's identity development across cultures. Studies about cultural variations of language typically target the pathologization of linguistically minoritized populations. Freire's (1970) method of evaluating institutional practices through critical pedagogy illuminates how speech-language pathologists' (SLPs') practice to support narrative skills development can undermine children's identity formation, a United Nations Council on the Rights of the Child fundamental human right (The United Nations, 1989). By synthesizing narrative research across disciplines, the author reveals how current practices potentially threaten children's identity development.

Berman and Slobin's (1994) research on universal patterns of narrative development perpetuated the supposition of a universal structure. However, the research was limited to five languages with significant Western influence. Structural variations of narrative are deeply tied to culture. Popular assessment and intervention methods impose a Western structure, may threaten identity development, and have the potential for cultural erasure. As the language experts of many academic institutions, SLPs must reconceptualize their role in supporting narrative language development to include the potential impact of their practices on clients' lifelong identity formation. A first step is to recognize cultural variations in narrative structure and style and subsequently adopt a mindset of co-constructing narratives to support identity. Further research into cultural variations of narrative structure is essential to upholding the American Speech-Language-Hearing Association's code of ethics, specifically, "to hold paramount the welfare of the persons they serve."