Storying youth lives: centering equity in teaching and teacher education

Abstract

We argue that youth stories are fundamental to social justice, social change, and equity in education. In our focus on stories, we ask: In what ways do youth stories encourage us to better attend, or be “answerable,” to the important work of equity in teaching and teacher education, and what does this look like? To address this question, we provide an overview of research on equity in education and storying as method and practice that connect to Indigenous and humanizing research methodologies. Then, we share stories about equity from Damya and her peers–Students of Color in New York City's Harlem community. These stories speak to their resilience, which are connected to Black people's history of perseverance in the face of institutionalized oppression, inequalities, and inequities in this country. Together, we foreground how Damya and her peers use creative practices to engage in alternative possibilities for equitable teaching and learning.