When are counternarratives permitted?: Interest convergence, critical historical inquiry and preservice teachers

Purpose Examine how interest convergence played a role in the pre-service teachers' conceptualization and enactment of critical historical inquiry. Design/methodology/approach A critical qualitative case study where we conducted interviews, did course and practicum observations, and analyzed participant artifacts to identify emergent themes. Findings There was an interest convergence in both which narratives were presented and how they were included. The compromise may have been necessary for the subjugated narratives' inclusion. Originality/value Interest convergence within both social studies and core practices has not been well-studied, so we examined the role it played in the curricular and pedagogical decisions of pre-service teachers.