Log in

Relevant bibliographies by topics / Counter-storytelling

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Reports

Academic literature on the topic 'Counter-storytelling'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Counter-storytelling.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Counter-storytelling"

1

Kim, So Jung. "Counter-Storytelling: Preschool Children as Creative Authors." Kappa Delta Pi Record 55, no. 2 (April 2019): 72–77. http://dx.doi.org/10.1080/00228958.2019.1580985.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Lewis Ellison, Tisha. "The Matter of Parents’ Stories: Urban African American Mothers’ Counter-Stories About the Common Core State Standards and Quality Teaching." Urban Education 54, no. 10 (April 2, 2017): 1431–61. http://dx.doi.org/10.1177/0042085917702199.

Full text

Abstract:

This article uses counter-storytelling to examine how four urban African American mothers understand and discuss the role of Common Core State Standards (CCSS) in their children’s education. Counter-storytelling is used as an oppositional framework to dominant stories privileged by educational systems. Findings conclude how parents posit valid critiques about CCSS and quality teaching, but reveal the absence of spaces where their voices and perspectives can be heard without marginalization. The article concludes with implications for urban education teachers, and a call of support for parents and teachers to be informed about counter-stories represented in students’ education.

APA, Harvard, Vancouver, ISO, and other styles

3

Torres, Mellie, Alejandro E. Carrión, and Roberto Martínez. "Constructing Pathways to Responsible Manhood." Boyhood Studies 13, no. 1 (June 1, 2020): 64–91. http://dx.doi.org/10.3167/bhs.2020.130105.

Full text

Abstract:

Recent studies have focused on challenging deficit narratives and discourses perpetuating the criminalization of Latino men and boys. But even with this emerging literature, mainstream counter-narratives of young Latino boys and their attitudes towards manhood and masculinity stand in stark contrast to the dangerous and animalistic portrayals of Latino boys and men in the media and society. Utilizing a mixed-methods approach, the authors draw on the notion of counter-storytelling to explore how Latino boys try to reframe masculinity, manhood, and what they label as ‘responsible manhood.’ Counter-storytelling and narratives provide a platform from which to challenge the discourse, narratives, and imaginaries guiding the conceptualization of machismo. In their counter-narratives, Latino boys critiqued how they are raced, gendered, and Othered in derogatory ways.

APA, Harvard, Vancouver, ISO, and other styles

4

Wargo, Jon M. "Designing more just social futures or remixing the radical present?" English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 145–60. http://dx.doi.org/10.1108/etpc-06-2016-0069.

Full text

Abstract:

Purpose Plugging into the multimodal aesthetics of youth lifestreaming, this article examines how three lesbian, gay, bisexual, transgender and/or queer (LGBTQ) youths use digital media production as an activist practice toward cultural justice work. Focusing on the queer rhetorical dimensions of multimodal (counter)storytelling, the communicative practice used to (re)name, remix and challenge epistemic notions of objective reality, this paper aims to highlight how youth worked to (de)compose and (re)author multiple identities and social relationships across online/offline contexts. Design/methodology/approach Through sustained participant observation across online/offline contexts, active interviewing techniques and visual discourse analysis, this paper illuminates how composing with digital media was leveraged by three LGBTQ youths to navigate larger systems of inequality across a multi-year connective ethnographic study. Findings By highlighting how queer rhetorical arts were used as tools to surpass and navigate social fault lines created by difference, findings highlight how Jack, Andi and Gabe, three LGBTQ youths, used multimodal (counter)storytelling to comment, correct and compose being different. Speaking across the rhetorical dimensions of logos, pathos and ethos, the author contends that a queer rhetorics lens helped highlight how youth used the affordances of multimodal (counter)storytelling to lifestream versions of activist selves. Originality/value Reading LGBTQ youths’ lifestreaming as multimodal (counter)storytelling, this paper highlights how three youths use multimodal composition as entry points into remixing the radical present and participate in cultural justice work.

APA, Harvard, Vancouver, ISO, and other styles

5

Morrison, Leanne J., and Alan Lowe. "Into the woods of corporate fairytales and environmental reporting." Accounting, Auditing & Accountability Journal 34, no. 4 (March 12, 2021): 819–48. http://dx.doi.org/10.1108/aaaj-03-2020-4466.

Full text

Abstract:

PurposeUsing a dialogic approach to narrative analysis through the lens of fairytale, this paper explores the shared construction of corporate environmental stories. The analysis provided aims to reveal the narrative messaging which is implicit in corporate reporting, to contrast corporate and stakeholder narratives and to bring attention to the ubiquity of storytelling in corporate communications.Design/methodology/approachThis paper examines a series of events in which a single case company plays the central role. The environmental section of the case company's sustainability report is examined through the lens of fairytale analysis. Next, two counter accounts are constructed which foreground multiple stakeholder accounts and retold as fairytales.FindingsThe dialogic nature of accounts plays a critical role in how stakeholders understand the environmental impacts of a company. Storytelling mechanisms have been used to shape the perspective and sympathies of the report reader in favour of the company. We use these same mechanisms to create two collective counter accounts which display different sympathies.Research limitations/implicationsThis research reveals how the narrative nature of corporate reports may be used to fabricate a particular perspective through storytelling. By doing so, it challenges the authority of the version of events provided by the company and gives voice to collective counter accounts which are shared by and can be disseminated to other stakeholders.Originality/valueThis paper provides a unique perspective to understanding corporate environmental reporting and the stories shared by and with external stakeholders by drawing from a novel link between fairytale, storytelling and counter accounting.

APA, Harvard, Vancouver, ISO, and other styles

6

Dahlstrom, Michael F. "The narrative truth about scientific misinformation." Proceedings of the National Academy of Sciences 118, no. 15 (April 9, 2021): e1914085117. http://dx.doi.org/10.1073/pnas.1914085117.

Full text

Abstract:

Science and storytelling mean different things when they speak of truth. This difference leads some to blame storytelling for presenting a distorted view of science and contributing to misinformation. Yet others celebrate storytelling as a way to engage audiences and share accurate scientific information. This review disentangles the complexities of how storytelling intersects with scientific misinformation. Storytelling is the act of sharing a narrative, and science and narrative represent two distinct ways of constructing reality. Where science searches for broad patterns that capture general truths about the world, narratives search for connections through human experience that assign meaning and value to reality. I explore how these contrasting conceptions of truth manifest across different contexts to either promote or counter scientific misinformation. I also identify gaps in the literature and identify promising future areas of research. Even with their differences, the underlying purpose of both science and narrative seeks to make sense of the world and find our place within it. While narrative can indeed lead to scientific misinformation, narrative can also help science counter misinformation by providing meaning to reality that incorporates accurate science knowledge into human experience.

APA, Harvard, Vancouver, ISO, and other styles

7

Miles, James. "Historical silences and the enduring power of counter storytelling." Curriculum Inquiry 49, no. 3 (May 27, 2019): 253–59. http://dx.doi.org/10.1080/03626784.2019.1633735.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Solorzano, Daniel G., and Tara J. Yosso. "Critical race and LatCrit theory and method: Counter-storytelling." International Journal of Qualitative Studies in Education 14, no. 4 (July 2001): 471–95. http://dx.doi.org/10.1080/09518390110063365.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Russell, Kalen Nicole. "Counter-narratives and collegiate success of Black and Latinos." Iris Journal of Scholarship 2 (July 12, 2020): 74–85. http://dx.doi.org/10.15695/iris.v2i0.4821.

Full text

Abstract:

Today’s college student is endowed with enormous pressure to succeed; to graduate within four years, to work part-time, to be involved in extracurricular activities, curate friendships, pursue internships, and maintain a competitive grade point average. These pressures can wreak havoc on the physical, mental, psychological, and emotional well-being of students. Eurocentric and patriarchal ideals shape American values and standards exacerbate the social pressures faced by minoritized groups who are already distanced from the status quo. The university campus is no exception to this exacerbation. College and university campuses can be viewed as microcosms of society; which means the same types of social discrimination, racial privileges, and racial oppression observable in the greater society are also observable on a university campus and influence peer-to-peer interactions, student self-perception, students’ relationship with professors, and ability to succeed. College and university campuses that are comprised of a predominately White student body, with students of color comprising a smaller group, are often referred to as Predominantly White Institutions (PWIs). While some PWIs strive to create a diverse and inclusive campus culture, many university campuses are deemed as unresponsive to the needs to racial minorities (Gomer & White). Unresponsive colleges and universities exhibit the effects of institutional racism: equating success with cultural conformity through campus culture, maintaining a racially homogenous faculty, and exclusionary practices which lead minorities to feel excluded, inferior, or forced to assimilate. In these environments, minorities are pressured to meet societal standards, assimilate and defy stereotypes which decreases their mental bandwidth and limits their capacity to learn and succeed on a university campus (Verschelden, 2017). Institutional racism, which reduces the cognitive bandwidth of Black and Latino students, can be noted as a contributing factor to the discrepancies in retention and graduation rates of Blacks and Latino students compared to White students. Bandwidth can be reclaimed by decentering Whiteness and empowering marginalized students to define their own identities, name their own challenges, validate their own experiences, find community, and develop strategies to dismantle oppression through rejecting assimilation, cultural expectations, and master-narratives (Verschelden, 2017). These efforts of resisting the assimilation and marginalization are collectively referred to as counter-narrative storytelling, a form of self-actualization which validates the identities, experiences, and capabilities of traditionally oppressed groups. Counter-narrative storytelling has historically been used to uplift and encourage minoritized groups through validating their identities, dismantling stereotypes and stereotype threat and by providing community by creating space for sharing commonalities between individual experiences. Counter-narrative storytelling can help empower marginalized individuals to set and achieve the goals they set for themselves personally, professionally, academically or otherwise. Counter-narrative storytelling is grounded in Critical Race Theory (CRT). CRT provides a critical means of evaluating the relationships between the success of Black and Latino/a students and their ability to construct a counter-narratives and achieve collegiate success. CRT is referenced in the included research as it. CRT will also provide a framework for evaluating what university practices are most effective in promoting the success of Black and Latino students. This paper will examine the influence of counter-narrative storytelling on the success collegiate success Black and Latino students at PWIs. The phrase “success” shall be operationalized to mean college retention, feeling included and supported within the university, and graduation from college. The referenced articles examine the experiences of Blacks and Latino/a students enrolled in colleges and universities across the United States and the influence counter-narrative storytelling had on their experience.

APA, Harvard, Vancouver, ISO, and other styles

10

David R. Coon. "Mythgarden: Collaborative Authorship and Counter-Storytelling in Queer Independent Film." Journal of Film and Video 70, no. 3-4 (2018): 44. http://dx.doi.org/10.5406/jfilmvideo.70.3-4.0044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Counter-storytelling"

1

Faircloth, Glenn L. "A qualitative study/counter-storytelling a counter-narrative of literacy education for African American males /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240574908.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Faircloth, Glenn L. Jr. "A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Patterson, Leslie M. "Racial Disproportionality as Experienced by Educators of Color: Recruiting and Hiring." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107997.

Full text

Abstract:

Thesis advisor: Lauri Johnson
This qualitative case study explored how educators of color experienced recruitment and hiring practices in the Cityside Public School District (pseudonym). It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Two research questions guided this individual study: (1) How do Cityside educators of color experience Cityside’s recruitment and/or hiring processes? (2) What practices and policies might Cityside school and district level leaders utilize to increase the number of educators of color recruited and hired? Data for this study were collected from semi-structured interviews with nine Cityside faculty of color and with six Cityside administrators (of different races), as well as from a document review. Analysis of these data through the lens of Critical Race Theory (CRT) revealed study participants’ perception that implicit racial bias had the potential to negatively impact Cityside's hiring of educators of color. Additionally, leveraging social networks as an essential recruitment strategy to increase the presence of educators of color, and the benefits of hiring committees with a racially diverse membership, emerged as key findings. Finally, this study illuminated counter narratives that powerfully captured instances of microaggressions and perceived racism experienced by Cityside educators of color. Recommendations include requiring professional development with an anti-bias focus for all hiring committee participants, increasing the utilization of social networks to enhance recruitment efforts, ensuring a racially diverse composition of hiring committees, and actively seeking the counter narratives of Cityside educators of color
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

APA, Harvard, Vancouver, ISO, and other styles

4

Soto, Lionel. "Hispanic Students' Perceptions of How Well Public High School Prepared Them for College." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505174/.

Full text

Abstract:

Although Hispanics are graduating from high school at greater rates, it is not leading to college success as college graduation rates remain low. In Texas, the Hispanic population has grown to the point that one out of three of all Texans are Hispanic. A phenomenological approach to research was used to investigate the perceptions of Hispanic college students on how well their public high school prepared them for college. Through face-to-face interviews and focus group discussions, eight Hispanic college students provided insight concerning their high school experience and how it translated into college readiness. Four questions guided the study: 1) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them academically for post-secondary education; 2) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them culturally for post-secondary education; 3) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them socio-emotionally for post-secondary education; and 4) how do Hispanic students perceive their cultural identity in regards to their high school experience. Findings revealed four themes relating to how Hispanic students perceive their high school experience prepared them for college which include, academic readiness, cultural readiness, socio-emotional readiness, and cultural identity. The research demonstrated the complex process of transitioning from high school to college for Hispanics.

APA, Harvard, Vancouver, ISO, and other styles

5

Soto, Lionel. "Hispanic Students' Perception of How Well Public High School Prepared Them for College." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1505174/.

Full text

Abstract:

Although Hispanics are graduating from high school at greater rates, it is not leading to college success as college graduation rates remain low. In Texas, the Hispanic population has grown to the point that one out of three of all Texans are Hispanic. A phenomenological approach to research was used to investigate the perceptions of Hispanic college students on how well their public high school prepared them for college. Through face-to-face interviews and focus group discussions, eight Hispanic college students provided insight concerning their high school experience and how it translated into college readiness. Four questions guided the study: 1) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them academically for post-secondary education; 2) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them culturally for post-secondary education; 3) in what ways do Hispanic college students believe their public high school prepared or failed to prepare them socio-emotionally for post-secondary education; and 4) how do Hispanic students perceive their cultural identity in regards to their high school experience. Findings revealed four themes relating to how Hispanic students perceive their high school experience prepared them for college which include, academic readiness, cultural readiness, socio-emotional readiness, and cultural identity. The research demonstrated the complex process of transitioning from high school to college for Hispanics.

APA, Harvard, Vancouver, ISO, and other styles

6

Prasad, Allison S. "Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

James, Leila Linntoya R. "The Experiences of African American Marriage and Family Therapists: Their Contributions to the Marriage and Family Therapy Field." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1576700555849642.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Cooper, Karen G. P. "Counter-creation, co-creation, procreation a novel theological aesthetic & Not like other men : a novel /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Alex, Stacey Margaret. "Resisting Erasure: Undocumented Latinx Narratives." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563164119840926.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Trimble, Sabina. "Making maps speak: the The'wá:lí Community Digital Mapping Project." Thesis, 2016. http://hdl.handle.net/1828/7541.

Full text

Abstract:

The The’wá:lí Community Digital Mapping Project is a collaborative, scholarly project for which the final product is a digital, layered map of the reserve and traditional lands of the Stó:lō (Xwélmexw) community of The’wá:lí (Soowahlie First Nation). The map, containing over 110 sites and stretching from Bellingham Bay, Washington in the west to Chilliwack Lake, B.C. in the east, is hyperlinked with audio, visual and textual media that tell stories about places of importance to this community. The map is intended to give voice to many different senses of and claims to place, and their intersections, in the The’wá:lí environment, while also exploring the histories of how these places and their meanings have changed over time. It expresses many, often conflicting, ways of understanding the land and waterways in this environment, and presents an alternative to the popular, colonial narrative of the settlement of the Fraser Valley. Thus, the map, intended ultimately for The’wá:lí’s use, is also meant to engage a local, non-Indigenous audience, challenging them to rethink their perceptions about where they live and about the peoples with whom they share their histories and land. The essay that follows is a discussion of the relationship-building, research, writing and map-building processes that have produced the The’wá:lí Community Digital Map.
Graduate
2017-08-21
0740
0509
0366
sabinatrimble@gmail.com

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Counter-storytelling"

1

Hearon, Holly E. The Mary Magdalene tradition: Witness and counter-witness in early Christian communities. Collegeville, MN: Liturgical Press, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Organizations and Counter-Narratives. Taylor & Francis Group, 2016.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kuhn, Timothy, Sanne Frandsen, and Marianne Wolff Lundholt. Counter-Narratives and Organization. Taylor & Francis Group, 2018.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hearon, Holly E. The Mary Magdalene Tradition: Witness and Counter-Witness in Early Christian Communities (Michael Glazier Books). Liturgical Press, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Counter-storytelling"

1

Hausendorf, Heiko. "Social identity work in storytelling." In Considering Counter-Narratives, 239–44. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/sin.4.30hau.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Shaffer, Shelly. "Adolescent Counter-Storytelling." In Contending with Gun Violence in the English Language Classroom, 48–56. Routledge, 2018. http://dx.doi.org/10.4324/9780429424779-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bell, Lee Anne. "Cultivating a Counter-Storytelling Community." In Storytelling for Social Justice, 111–28. Routledge, 2019. http://dx.doi.org/10.4324/9781315101040-13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hall, Naomi M. "Quotes, Blogs, Diagrams, and Counter-storytelling." In Intersectional Pedagogy, 150–70. Routledge, 2016. http://dx.doi.org/10.4324/9781315672793-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Cooke, Nicole A. "Counter-Storytelling in the LIS Curriculum." In Perspectives on Libraries as Institutions of Human Rights and Social Justice, 331–48. Emerald Group Publishing Limited., 2016. http://dx.doi.org/10.1108/s0065-283020160000041014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

"(Counter)Storytelling for Social Change: Pathways for Youth Participation in Policymaking." In US Education in a World of Migration, 237–53. Routledge, 2014. http://dx.doi.org/10.4324/9781315832630-24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Quayle, Amy, Christopher Sonn, and Pilar Kasat. "Community arts as public pedagogy: disruptions into public memory through Aboriginal counter-storytelling." In Creating Inclusive Knowledges, 47–63. Routledge, 2019. http://dx.doi.org/10.4324/9781315121949-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Yearta, Lindsay, and Katie Kelly. "Digital Storytelling to Enhance Social Studies Content Knowledge, Explore Multiple Perspectives, and Advocate for Social Justice." In Advances in Early Childhood and K-12 Education, 235–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch012.

Full text

Abstract:

In this chapter, the authors discuss how digital storytelling expands traditional storytelling options to serve as an integrative approach to (1) deepen student understanding of social studies content, (2) learn history through multiple perspectives, and (3) seek social justice through civics engagement. Most stories told about our history tend to focus on the dominant narrative which portrays an inaccurate depiction of events and individuals. When students move beyond the “single story” of the dominant narrative to explore multiple perspectives, voices, and historical accounts through counter narratives, they develop essential critical thinking skills to help them not only deepen their understanding of content in social studies but to encourage them to actively engage as democratic citizens seeking social justice for a better world.

APA, Harvard, Vancouver, ISO, and other styles

9

"Storytelling and Mediation: The Aesthetics of a Counter-narrative of Atheism in South India." In Narrative Cultures and the Aesthetics of Religion, 219–45. BRILL, 2020. http://dx.doi.org/10.1163/9789004421677_010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

"Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically and Mathematically Successful African American Male Students." In Mathematics Teaching, Learning, and Liberation in the Lives of Black Children, 275–98. Routledge, 2010. http://dx.doi.org/10.4324/9780203877708-19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Counter-storytelling"

1

Spencer, Brandon, and Kelly L. Reddy Best. Black Lives Matter: Fashion, Liberation, and the Fight for Freedom � Finding Space in the Curriculum for Black Voices Through Counter-Storytelling. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8418.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!