Persuasive writings, vigilant readings, and reconstructed characters: the paradox of trust in educational storysharing

Abstract

This paper addresses the issue of trust/mistrust in relation to the discourses of educational storytelling. Poststructuralists have highlighted the power relationships embedded within these kinds of discourse. Their recommended attitude is one of suspicion. But the author insists that, like discursive forms of critical science, story genres can sometimes achieve critical significance. That is, stories addressing educational phenomena can promote emancipatory moments within readers and thereby earn their trust. Examples of such moments in the life of the author‐as‐reader are provided. The author suggests that the integrity of such trustworthy stories be honored by publication in education journals.