Abstract
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.
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Bradshaw, A.C. (2018). Minding the Stories We Tell: Acknowledging and Addressing Implicit Narratives in IDT. In: Hokanson, B., Clinton, G., Kaminski, K. (eds) Educational Technology and Narrative. Springer, Cham. https://doi.org/10.1007/978-3-319-69914-1_19
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DOI: https://doi.org/10.1007/978-3-319-69914-1_19
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