[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602513-105":59,"doc-detail-602513-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","countering-the-dominant-narrative-in-defense-of-critical-coursework","Countering the Dominant Narrative: In Defense of Critical Coursework","","Critical Coursework is defended against pressures that marginalize multicultural and social justice education in teacher preparation. The text argues that when demographic realities show minority students as the majority yet faculty remain largely White, pre-service teachers require transformative learning to challenge dominant assumptions. It examines how reduced emphasis on multicultural education, resistance to social justice, and politically conservative influences framed as the Religious Right shape classroom dialogue, drawing on scholarly debate and documented examples.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/countering-the-dominant-narrative-in-defense-of-critical-coursework/602513/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/countering-the-dominant-narrative-in-defense-of-critical-coursework/602513.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the text emphasize transformative learning for pre-service teachers?","Question",{"text":112,"@type":113},"It argues that pre-service teachers must personally experience transformative learning, because it changes how they perceive themselves, others, and the world before they can lead transformational classroom work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document connect resistance to social justice education with dominant narratives?",{"text":117,"@type":113},"It suggests social justice is increasingly counter to dominant cultural narratives, so pre-service teachers may resist it even when it is presented as part of their undergraduate education.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does Christianity, especially the Religious Right, play in education according to the text?",{"text":121,"@type":113},"A conservative, politically influential understanding of Christianity is portrayed as affecting education and shaping how pre-service teachers perceive their studies, contributing to tensions around social justice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602513,1792167095,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Countering  \nthe Dominant Narrative: In Defense of Critical Coursework  \nBy Angela Cartwright Lynskey  \nAngela Cartwright Lynskey isan assistant professor in the  \nGordon T. & Ellen West College of Education at Midwestern State University, Wichita Falls, Texas.  \nDemographics of public schools, in which minority students now make up the majority of the student body (Maxwell, 2014; Sleeter, Neal, & Kumashiro, 2014) while the teaching force continues to be mostly White (Subedi, 2006), indicate that many pre-service teachers will need significant training if they are to be prepared for the challenging task of filling knowledge gaps, interrogating dominant assumptions, and creating space for voices of difference (Butin, 2007a; Cochran-Smith, 2004; Marshall, 2006) . Before pre-service teachers, especially those whose privilege remains unacknowledged, can lead their classes in transformational learning, described as that which occurs when a new awareness changes the way we perceive ourselves, others, and the world around us (Cole, 2011), pre-service teachers must first experience it themselves. Thus, the decreasing emphasis on, or even acknowledgement of, multicultural education in teacher education is cause for concern. Teacher preparation programs increasingly focus on preparing candidates for the standardized classroom while failing to engage them in the ongoing dialogue  \nabout the role of the classroom in society (Butin & Schutz, 2013) . The trend away from critical educational foundations is illustrated by the 2006 NCATE controversy over social justice. Ultimately, NCATE opted to abandon social justice in order to maintain its accreditation authority without mounting a defense of social justice, declining to even provide a counter definition to balance the ideological bias of the social justice opponents (Butin, 2007a; Heybach, 2009) . Even the more palatable field of multicultural education (Butin, 2007b) is rarely required coursework, and when it is, it is rarely presented in ways that encourage pre-service teachers to move outside of their comfort zones (Butin, 2007a) . Without these crucial components in their undergraduate education, it is unlikely that classroom teachers will see among their goals the “responsibility for building classroom communities that confront controversy and take responsibility for creating a better community, one that values diversity and human integrity and fights inhumanity”(Santora, 1995, pp. 21-22) . Social justice education, itself an acknowledgement ofthe larger need for individual and societal transformation through interrogations of dominant assumptions, is frequently met with resistance bypre-service teachers (Conklin, 2008; Villegas, 2007) . The data from this study suggests that one explanation for this phenomenon is that the concept of social justice is increasingly counter to dominant cultural narratives, as an analysis of texts popular among Christian communities in the Midwest suggests.  \nInfluence of Christianity  \nA religiously and politically conservative understanding of Christianity, widely known as the Religious Right (Haidt & Graham, 2007), is influential in education (Apple, 2006), and religious affiliation can influence the way pre-service teachers perceive their studies (Blumenfeld, 2006; Subedi 2006; Van Gorder, 2007) . Social justice has come tobe considered a culturally liberal view (Haidt & Graham, 2007; Manzo, 2008), while Christianity is generally considered a socially conservative culture (Repstad, 2008). These tensions prompted an intense public debate between notable proponent Jim Wallis and prominent critic Glenn Beck. Beck, at the time a Fox News on-air personality, instructed viewers to“leave congregations that refer to social justice or economic justice,” even if only on their website, comparing social justice Christians to Nazis and communists (“Century marks,” 2010, p. 9) . Beck also encouraged viewers to report their religious leaders to church authorities ","cbCaisHMMYsnYZ1g","https://ap.wps.com/l/cbCaisHMMYsnYZ1g","pdf",123028,14,"English","# Countering the Dominant Narrative\n# Influence of Christianity\n## Religious Right and education politics","[{\"question\":\"Why does the text emphasize transformative learning for pre-service teachers?\",\"answer\":\"It argues that pre-service teachers must personally experience transformative learning, because it changes how they perceive themselves, others, and the world before they can lead transformational classroom work.\"},{\"question\":\"How does the document connect resistance to social justice education with dominant narratives?\",\"answer\":\"It suggests social justice is increasingly counter to dominant cultural narratives, so pre-service teachers may resist it even when it is presented as part of their undergraduate education.\"},{\"question\":\"What role does Christianity, especially the Religious Right, play in education according to the text?\",\"answer\":\"A conservative, politically influential understanding of Christianity is portrayed as affecting education and shaping how pre-service teachers perceive their studies, contributing to tensions around social justice.\"}]","Countering the Dominant Narrative: In Defense of Critical Coursework | PDF",1792094799,35]