Counternarratives as Critical Perspectives in Public Administration Curricula

Abstract

This article argues for the inclusion of critical perspectives in public administration curricula to explore the historical and contemporary processes that contribute to disparity and injustice. The counternarratives examined in the article include social construction, inclusive feminism, critical urban planning, and democratic cultural pluralism. Critical perspectives or counternarratives are presented as challenges to hegemonic scripts that will aid in creating a workforce that is not only equipped to operate within a global society but understands the economic and social context that operationalize “others” in society.