ABSTRACT
In the diagram of the Storytelling Project Model, emerging/transforming stories point toward action/change as well as back toward stock stories, cautioning us to be aware of their capacity to transform as well as calcify. This chapter focuses on the emerging/transforming stories of young teachers who desire to be social justice educators who work with their students to enact more democratic and inclusive educational practices inside their schools and outside in their communities. The Storytelling Project Model has proven to be effective at moving student teachers to consider the problems of color-blindness, understand racism and to develop a critical pedagogy for creating justice-focused curricular and classroom practices. Even students who are the most knowledgeable, activist and committed and who have sustaining systems of support, often encounter a school culture that makes it exceedingly difficult to enact antiracist curriculum and teaching practices.
