• Written with the express purpose of filling the gap that exists between educators’ desire to address injustice and the attitudes and skill sets required to be effective in this arena. . It of helping educators to become effective allies in the struggle for educational equity and social justice. • Takes an assets-based approach by underscoring the assumption that educators are predisposed to becoming powerful allies for social justice by virtue of their dispositions, professional preparation, and role-associated standing • Includes a variety of powerful vignettes that illustrates how school environments address the myriad forms of injustice experienced by those on the margins • Includes thought provoking activities suitable for use in multiple professional learning settings
Chapter 9: Troubling the Dominant Narrative
Troubling the Dominant Narrative
As discussed in the last chapter, the story of the failure of public education is a strong narrative thread in today’s culture. Cultures thrive—and survive—on the stories they tell. Rarely are these stories neutral. They are told to reinforce specific values, ways of viewing the world, and ways of being in the world. When told and retold by a dominant group, they can be extremely self-serving, designed as they are to keep power relations intact in order to serve dominant interests. As such, they are imbued with ideology. Sociologists call this type of story the dominant narrative.
Most of us today laugh at representations of women as the weaker sex, inferior to men, incapable of rational thought, ...