In addition to the hierarchy that tends to discount the value in wrong answers, there’s often an epistemological hierarchy in disciplines, placing dominant narratives at the top and counternarratives at the bottom. Counternarratives center the experiences of historically targeted and marginalized groups, and while they have become more widely embraced in recent decades, they still are too often seen as sidebars to the dominant Eurocentric narrative. By working to lift up these counternarratives, instructors can create an inclusive and equitable environment where students from historically excluded groups see that their experiences and knowledge are valuable. As Christina Villarreal explains, “I think it’s important [...] to recognize that the ways in which some peoples’ backgrounds and personal experiences are sanctioned and privileged systemically, ideologically, institutionally, interpersonally, more than others, historically and in contemporary context.”
Step 7: Nurturing Voices that Challenge the Dominant Narrative
Instructor
Christina “V” Villarreal, Lecturer on Education
Student Group
Graduate
School
Harvard Graduate School of Education
Course
Ethnic Studies and Education
Group Size
23 students
To show students that you value counternarratives in discussion, start by looking at your syllabus. Look for places where you can include material that challenges dominant narratives and ways to include authors from historically marginalized groups.
Cultivate “brave spaces” in your classroom so students can regularly reflect on their identities and how those identities converge or conflict with course content.
While it’s important to welcome students from historically marginalized groups to share their experiences and knowledge, avoid asking those students to speak for those groups or to share experiences they don’t feel comfortable sharing.
The Harvard Graduate School of Education has created an Inclusive Syllabus Tool to help you gauge whether your curriculum is inclusive of multiple perspectives, voices, and experiences.
This lesson plan for critiquing dominant narratives from the University of Michigan offers two options for structuring the discussion, along with specialized tips for STEM educators.
This Harvard article focuses on how an Epidemiology professor elevates diverse voices and styles of learning.
University of Iowa's Office of Teaching Learning and Technology describes the concept of “Brave Spaces” and shares suggestions for how to foster them in higher education classrooms.
What Eurocentric dominant narratives exist in your field? What counternarratives exist?
How can you challenge Eurocentric narratives and lift up counternarratives in your classroom? How can you create space for your students to do the same?
In inclusive classrooms, it’s important to challenge Eurocentric narratives by including counternarratives that honor and elevate historically marginalized groups. Continue to the pathway conclusion for some key takeaways and resources.