ABSTRACT
These two foci, terms and stories, often appear to contrast, rather than to complement each other, as here. My telling of the example from BrombergRoss reminded Cazden of instances of contrast from her experience at Harvard, which she recounted. I urged her to write them up, for they highlighted the possibility that one form of inequality of opportunity in our society has to do with rights to use narrative, with whose narratives are admitted to have a cognitive function. Cazden’s written account follows next After it, I will cite other observations and suggest some general implications. The most pertinent and obvious implication can be stated right off. If differential treatment of narrative experience plays an important role in
Ethnography, Linguistics, Narrative Inequality
present educational practice, then folklore can claim a special place in the study and change of education in this regard.
