The authors’ research is guided by the aim to use counterstories pedagogically in teacher education.
They report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives.
Their work rests upon the assertion that asset-based framing must not remain purely conceptual;
rather, asset-based frames must infuse teaching practice.
They examine how counterstories can be constructed to ensure that they are robust, respectful, and pedagogically useful for teacher education.