Professor Ashley B. Armstrong’s article, “The Stories We (Don’t) Teach,” has been accepted for publication in the Journal of Legal Education. This Article advances scholarship on the contextual case method by offering a pragmatic, replicable three-part framework for implementation that interrogates judicial opinions as constructed narratives, supplements them with contextual materials, and teaches cases “to their end.”

Using Price Waterhouse v. Hopkins, 490 U.S. 228 (1989)—a landmark Title VII decision—as a detailed case study, the Article demonstrates how legal educators can surface power dynamics, narrative omissions, and institutional context to foster deeper, more critical engagement with doctrine and the role of law. The method presented in this Article offers a way to expand—not abandon—the traditional case method, inviting legal educators to consider not only which cases we teach, but which stories about law we (don’t) teach.

This Article builds on Professor Armstrong’s previous work on critical pedagogies in The Stories We (Don’t) Tell: Using Case Briefing to Explore Bias and Oppression in the Law. It was inspired by her research on Price Waterhouse for a presentation at the 10th Applied Legal Storytelling Conference, co-sponsored by the University of Michigan School of Law, Legal Writing Institute, and Clinical Legal Education Association.

The Journal of Legal Education is a peer-reviewed publication of the American Association of Law Schools, established in 1948. The Journal is currently edited by Professor Kris Franklin (New York Law School), Dean Bill LaPiana (New York Law School), Professor Alison Mikkor (University of California, Irvine School of Law) and Dean Austen Parrish (University of California, Irvine School of Law).