Classroom counternarratives as transformative multicultural citizenship education

This paper examines pedagogical responses to James Banks’s concept of failed citizenship, namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizenship their human rights. Banks commissioned published 16 case studies social teachers in different national contexts illustrate exemplify transformative civic education. These his theories Analysing this dataset through lenses rights counternarratives, provides empirical evidence support theories. minority working hostile cultural environments are very aware dangers for students. They use strategies have been theorized critical race theory education including countering homogenizing official narratives promoting students’ counternarratives asserting value heritage languages cultures freedom expression.