This article utilizes narrative policy analysis to examine social justice narratives embedded within No Child Left Behind with respect to economic inequities. It juxtaposes national educational policy dialogues against the stories of educators working within an elementary school that serves a high-poverty community. The qualitative research findings suggest that it is vitally important for policymakers to acknowledge and value the challenges faced by teachers and staff who serve children whose families lack proper healthcare, affordable and quality early childhood education, nutrition, literacy, safety, and livable wages.
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