"Let His Voice Be Heard": A Community's Response to Inclusion of an Indigenous Counter-Narrative in the District Curriculum

Abstract

Curricular 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.