Shima Dadkhahfard & Miwa Aoki Takeuchi
Abstract
In this poster, we contrasted stories and experiences of two bilingual students Iris and Karim who came from different geopolitical background. Story of Iris who was a Canadian-born French-English bilingual student is an example of a master narrative. Another story that we illustrated in this poster wascounter-story of Karim who was a refugee student from Afghanistan who was institutionally classified and labeled as an “English language learner. We offer visual counter-storytelling as a tool to envisage equitable design for learning in linguistically, culturally and racially diverse classrooms. In this poster, we add to this discussion, by proposing visual counter-storytelling as a new medium to envision equitable design of learning opportunities, in the context of teacher education.