Best practices in civic education emphasize deliberative pedagogies as one of the most powerful ways to educate enlightened democratic citizens. Yet deliberative pedagogies are rooted in a white normative ideal of discursive democracy that, in the service of "civility" and "reasoned discourse," fails to account for the social and political inequalities--the logic of white supremacy--that structures our political context. Drawing on Critical Race Theory and Charles Mills's notion of the racial contract, I propose a pedagogy of counternarration that privileges voices from the margins, imagines the world as it could be, and talks back to dominant narratives in order to cultivate justice-oriented citizens in the democratic classroom.