Abstract
This article uses a research framework based in critical race methodology to analyze and emplot narrative and counternarrative themes in public discourse around education reform in New Orleans. It examines narratives from research literature, popular media, and teacher recruitment materials, including the theme of the open-access charter school system as an innovative solution to the failures of pre-Katrina neighborhood schools. It finally argues for the necessity of counternarratives grounded in the testimonies and lived experiences of parents, teachers and students navigating and surviving within a rapidly evolving pedagogical landscape.
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