ABSTRACT
The Storytelling Model, engaged to its fullest, lovingly refuses that option. It provides our students with a streamlined, yet flexible method for teaching courageously and clearly, about race. Each module began with a set of experiences aimed at eliciting students’ “stock story” understandings of the topic at hand. Equally important, the Storytelling Model has been what socio-cultural learning theorists might call an especially generative “boundary artifact.” It’s also common for us to hear about how the Storytelling Model has “stuck” with our students, becoming an important pillar of post-graduation critical professional practice. The Storytelling Model has been essential to teachers to work, both inside and across individual courses. Teacher candidates’ learning, of course, transcends the boundaries. In recovery efforts, the Storytelling Model has proven to be a tool that traverses boundaries beautifully. The program we lead centers the power of teachers as public intellectuals and curriculum creators.
