Minding the Stories We Tell: Acknowledging and Addressing Implicit Narratives in IDT

  • Amy C. Bradshaw


What are the implicit stories of the Instructional Design and Technology field? How are they told? Who are the central characters? What is the plot? This chapter considers how instructional design and technology practices can unintentionally convey and reinforce dominant narratives about the world, people, and legitimate concerns. Along with overt, intentional forms of storytelling, less recognized yet powerful implicit narratives are discussed, toward an aim of raising awareness of how our practices may perpetuate injustice or can, instead, facilitate equity and inclusion. A project-based effort to integrate consideration of implicit narratives related to social justice awareness and understanding within the overt IDT curriculum is discussed.


Storytelling Implicit narratives Hidden curriculum Null curriculum Instructional design Social justice Inclusion 


  1. Adams, M., Bell, L. A., & Griffin, P. (2007). Teaching for diversity and social justice (2nd ed.). New York: Routledge.Google Scholar
  2. Alexander, M. (2010). The New Jim Crow: Mass incarceration in the age of colorblindness. New York: The New Press.Google Scholar
  3. Anyon, J. (1983). Social class and the hidden curriculum of work. In H. Giroux & D. Purpel (Eds.), The hidden curriculum and moral education (pp. 143–167). Berkeley, CA: McCutchan Publishing Corporation.Google Scholar
  4. Benson, A. D., Joseph, R., & Moore, J. L. (Eds.). (2017). Culture, learning, and technology: Research and practice. New York: Routledge.Google Scholar
  5. Bradshaw, A. C. (2017). Critical pedagogy and educational technology. In A. D. Benson, R. Joseph, & J. L. Moore (Eds.), Culture, learning, and technology: Research and practice (pp. 8–27). New York: Routledge.Google Scholar
  6. Bradshaw, A. C. (2014). Field of privilege: Why instructional design and technology must engage issues of race, ethnicity, and social justice. Presentation at the annual conference of the Association for Educational Communications and Technology, Jacksonville, FL. Video re-creation available:
  7. Eisner, E. (1985). The three curricula that all schools teach. In The educational imagination (pp. 87–107). New York: Macmillan.Google Scholar
  8. Ely, D. P., & Plomp, T. (1996). Classic writings on instructional technology. Englewood, CO: Libraries Unlimited, Inc..Google Scholar
  9. Feagin, J. R. (2013). The white racial frame: Centuries of racial framing and counter-framing. New York: Routledge.Google Scholar
  10. Finders, D. J., Noddings, N., & Thornton, S. J. (1986). The null curriculum: Its theoretical basis and practical implications. Curriculum Inquiry, 16(1), 33–42.CrossRefGoogle Scholar
  11. Finn, J. D. (1953). Professionalizing the audio-visual field. Audio Visual Communication Review, 1(1), 6–18.Google Scholar
  12. Giroux, H. A. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–293.CrossRefGoogle Scholar
  13. Jackson, P. (1968). Life in classrooms. New York: Holt Rinhart & Winston.Google Scholar
  14. Roediger, D. (1999). The wages of whiteness: Race and the making of the American working class. (Revised). London/New York: Verso Books.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.University of OklahomaNormanUSA

Personalised recommendations