Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.

中文翻译：

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作为教育公平变革方法的批判性反叙事

反叙事最近出现在教育研究中，作为一种有前途的工具，可以在我们日益多样化的学校和社区中刺激教育公平。反叙事以批判种族理论和话语研究方法为基础，包括叙事探究、生活史和自我民族志，在多元文化教育、文化敏感的教学法和其他多元化教学方法中找到了立足之地。本章提供了系统的文献综述，探讨了反叙事在教育教学法和研究中的地位。根据我们的主题分析，我们认为，由于缺乏可以导致教育公平变革行动的统一方法，反叙事在教育学和研究中的潜力受到限制。