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dc.contributor.authorMcCarthy, Glenda A.
dc.contributor.authorStanton, Christine Rogers
dc.identifier.citationMcCarthy, Glenda, and Christine Rogers Stanton. ""Let His Voice Be Heard": A Community's Response to Inclusion of an Indigenous Counter-Narrative in the District Curriculum." International Journal of Multicultural Education 19, no. 3 (October 2017): 1-22. DOI: .en_US
dc.description.abstractCurricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within a Montana school district. The findings demonstrate both positive and negative community responses to the focus novel, the importance of teaching about context and multiple perspectives, and the potential for student agency and social action. The results also provide cautionary notes about the complexity of critical pedagogy and the importance of community consultation.en_US
dc.rightsopen access CC BY 4.0en_US
dc.titleLet His Voice Be Heard: A Community's Response to Inclusion of an Indigenous Counter-Narrative in the District Curriculumen_US
mus.citation.journaltitleInternational Journal of Multicultural Educationen_US
mus.identifier.categorySocial Sciencesen_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.universityMontana State University - Bozemanen_US

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open access CC BY 4.0
Except where otherwise noted, this item's license is described as open access CC BY 4.0