Journal articles: 'Counter-storytelling'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Hughes-Hassell, Sandra. "Multicultural Young Adult Literature as a Form of Counter-Storytelling." Library Quarterly 83, no. 3 (July 2013): 212–28. http://dx.doi.org/10.1086/670696.

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Gonzalez, Martín Alberto. "Wasting Talent: Using Counter-Storytelling to Narrate Dismal Educational Outcomes." Journal of Latinos and Education 17, no. 3 (July 27, 2017): 252–56. http://dx.doi.org/10.1080/15348431.2017.1337574.

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Lund, Niels Frederik, Caroline Scarles, and Scott A. Cohen. "The Brand Value Continuum: Countering Co-destruction of Destination Branding in Social Media through Storytelling." Journal of Travel Research 59, no. 8 (November 28, 2019): 1506–21. http://dx.doi.org/10.1177/0047287519887234.

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Social media users are increasingly harming destination brands through their posts. This article examines how to counter brand co-destruction in social media through the application of storytelling practices. Based on a netnography of TripAdvisor and Facebook, combined with a case study of the Danish destination management organization (DMO) VisitDenmark, the article investigates the prospective ways in which social media users co-destroy the DMO’s brand. We demonstrate how value creation is a fluid process generated along a “brand value continuum,” as complex interplays between co-creation and co-destruction manifest through user-generated content. The article provides recommendations on how DMOs can counter co-destruction by using storytelling to influence perceptions and set agendas for user conversations that stimulate brand co-creation.

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Hillon, Yue Cai, and David M. Boje. "The dialectical development of “storytelling” learning organizations." Learning Organization 24, no. 4 (May 8, 2017): 226–35. http://dx.doi.org/10.1108/tlo-02-2017-0010.

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Purpose Calls for dialectical learning process model development in learning organizations have largely gone unheeded, thereby limiting conceptual understanding and application in the field. This paper aims to unify learning organization theory with a new understanding of Hegelian dialectics to trace the development of the storytelling learning organization. The “storytelling learning organization” is a conceptual framework presented along with criteria to evaluate different kinds of dialectical development claims in “storytelling learning organization” work that are bona fide instances of one or another dialectical ontology ranging from Marxian, to Hegelian, to Brierian, to Žižekian. Design/methodology/approach Ontological evaluation and critique of a variety of “storytelling learning organization” practices posit different dialectical ontology and consequences for theory and practice. Through a case example of business process reengineering (BPR) in a “public research university (PRU)”, the storytelling of “schooling” versus “education” ideas and practices, in a place, in a period and in material ways of mattering, never achieves synthesis. The dialectical development of resistance to implementation evolves toward transcendence into irreducible oppositions of ontological incompleteness – the essence of a learning organization. Findings This ontological analysis focuses on the use of ideas and practices by opposing storytelling agents and actants to uncover a learning organization’s dialectical development in its own storytelling, its narrative and counter-narrative enactments, and its attempts to unpack contradictions. The PRU under study has gone through a series of financial crises, and its learning organization responses were downsizing staff and faculty positions and implementing BPR in ways that worsened the situation. The process resulted in staff and faculty leaving even before the reorganization was completed and enrollment dropped dramatically, in great part due to the negative press and the excessive standardization of the curriculum that accompanies “schooling” displacing acts of “education” practices and ideations. Meanwhile, the administrators are still trying to manage the narrative and control it so as to forestall additional attrition. Originality/value The theory of “storytelling learning organization” is original. The question answered here has practical value because institutions have choices to make concerning the kind of dialectical narrative and counter-narrative development that is cultivated, and there are options for transforming or moving to an alternative narrative and counter-narrative development process. The analysis of the case also illustrates a pattern of intervention that is, on the one hand, unsuccessful in developing “higher” education and, on the other hand, successful in shutting down the efficacy of a PRU by centrist use of reengineering to accomplish more schooling, more downsizing and more installation of “academic capitalism” ideas and practices.

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Ibrahim, Zawawi, and Lin Hongxuan. "Penan Storytelling as Indigenous Counter-Narrations of Malaysian Nation-State Developmentalism." positions: asia critique 29, no. 1 (February 1, 2021): 163–82. http://dx.doi.org/10.1215/10679847-8722836.

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The Penan of Sarawak, East Malaysia, on the island of Borneo, are an indigenous community who have adapted to survive under the strictures and expectations of the Malaysian nation-state while proudly holding on to their traditions and identities. One such tradition is the practice of Penan storytelling (tosok), which plays a remarkably effective exogenous role in engaging the attention of everyone from state functionaries to visiting anthropologists while continuing to perform the endogenous function of reinforcing community bonds. The role of storytelling in mediating the relationships between indigenous peoples and the nation-state, which claims the territory they inhabit, has rarely been subjected to scholarly scrutiny. This article explores how Penan elders and community members have used and adapted their practice of storytelling to engage with the Malaysian state, civil society, and the public imagination, ensuring that Penan voices are heard on issues as varied as access to education, the predations of logging companies, and the existential questions of land tenure. In setting aside space for a Penan storyteller to speak in his own eloquent words, this article is itself a channel for Penan perspectives to be heard, an opportunity the Penan are not hesitant to use where available.

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Ramos, Teresa. "Critical race ethnography of higher education: Racial risk and counter-storytelling." Learning and Teaching 6, no. 3 (December 1, 2013): 64–78. http://dx.doi.org/10.3167/latiss.2013.060306.

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The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge 'business-as-usual' in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I – a project that I joined as an undergraduate (Abelmann et al. 2007); and the second is my own dissertation on 'racial risk management', a project that emerged from my encounter with EUI. I discuss both projects as examples of Critical Race Ethnography, namely works based on empirical research that challenge institutions' racial composition, structure and climate.

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Wargo, Jon M. "#SoundingOutMySilence: Reading a LGBTQ Youth's Sonic Cartography as Multimodal (Counter)Storytelling." Journal of Adolescent & Adult Literacy 62, no. 1 (March 31, 2018): 13–23. http://dx.doi.org/10.1002/jaal.752.

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Boje, David, and Marianne Wolff Lundholt. "Understanding Organizational Narrative-Counter-narratives Dynamics:." Communication & Language at Work 5, no. 1 (October 2, 2018): 18–29. http://dx.doi.org/10.7146/claw.v5i1.109656.

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There is a rich tradition of studying narratives in the fields of communication and language at work. Our purpose is to review two approaches to narrative-counter-narrative dynamics. The first is ‘storytelling organization theory’ (SOT), which interplays western retrospective-narrative ways of knowing with more indigenous ways of knowing called ‘living stories’, ‘pre-narrative’ and ‘pre-story’, and the prospective-‘antenarrative’ practices. The second is the communication as constitutive of organization (CCO) approach to narrative-counter-narrative. Both SOT and CCO deconstruct dominant narratives about communication and language at work. Both theories revisit, challenge, and to some extent cultivate counter-narratives. SOT seeks to go beyond and beneath the narrative-counter-narrative ‘dialectic’ in an antenarrative approach. CCO pursues counter-narratives as a useful tool to make tensions within and between organizations and society, salient as they may contest or negotiate dominant narratives, which hinder the organization from benefitting from less powerful counter-narratives.

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Marshall, David Jones. "Love stories of the occupation: storytelling and the counter-geopolitics of intimacy." Area 46, no. 4 (November 17, 2014): 349–51. http://dx.doi.org/10.1111/area.12138_3.

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Cho, Hyesun. "Racism and linguicism: engaging language minority pre-service teachers in counter-storytelling." Race Ethnicity and Education 20, no. 5 (March 9, 2016): 666–80. http://dx.doi.org/10.1080/13613324.2016.1150827.

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Solórzano, Daniel G., and Tara J. Yosso. "Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research." Qualitative Inquiry 8, no. 1 (February 1, 2002): 23–44. http://dx.doi.org/10.1177/1077800402008001003.

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Solórzano, Daniel G., and Tara J. Yosso. "Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research." Qualitative Inquiry 8, no. 1 (February 2002): 23–44. http://dx.doi.org/10.1177/107780040200800103.

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Olszewski, Aleksandra E., Maya Scott, Arika Patneaude, Elliott M. Weiss, and Aaron Wightman. "Race and Power at the Bedside: Counter Storytelling in Clinical Ethics Consultation." American Journal of Bioethics 21, no. 2 (February 1, 2021): 77–79. http://dx.doi.org/10.1080/15265161.2020.1861369.

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Kang, Jihea. "Creating a Counter-Space through Listening to and Learning from a Korean Pre-service Teacher’s Experiences." Journal of Educational Issues 3, no. 1 (April 5, 2017): 141. http://dx.doi.org/10.5296/jei.v3i1.10756.

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The author uses a life-historical counter-storytelling approach to examine a Korean female pre-service teacher’s experiences in a U.S. teacher preparation program. The participant encountered challenges due to her perceived language proficiency and communication and participation style in a U.S. higher educational context. Further, the author report how the participant responded to her challenges: (1) by feeling pressure to internalize deficit-oriented narratives and assimilate into dominant cultural norms, and (2) by resisting against the racial stereotype. This study shows that teacher educators need to create counter-spaces for linguistic and ethnic/racial minority pre-service teachers in teacher preparation.

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Davis, Jewel. "(De)constructing Imagination." Study and Scrutiny: Research on Young Adult Literature 4, no. 1 (October 30, 2020): 1–28. http://dx.doi.org/10.15763/issn.2376-5275.2020.4.1.1-28.

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This critical content analysis examines representations of race and ethnicity in three young adult speculative novels: Children of Blood and Bone, The Black Witch, and Carve the Mark. This study utilizes Critical Race Theory to closely analyze texts to find and critique elements of bias and highlight counter-stories. Three major themes emerged from the analysis: BIPOC characters as dark aggressors, the construction of systems of oppression in worldbuilding, and the transformation of characters encountering racism. In the discussion and implication, the author argues for supporting counter-storytelling and provides questions for analyzing representation in speculative fiction.

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Quayle, Amy, Christopher Sonn, and Pilar Kasat. "Community arts as public pedagogy: disruptions into public memory through Aboriginal counter-storytelling." International Journal of Inclusive Education 20, no. 3 (June 10, 2015): 261–77. http://dx.doi.org/10.1080/13603116.2015.1047662.

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van Klinken, Adriaan. "Autobiographical Storytelling and African Narrative Queer Theology." Exchange 47, no. 3 (July 5, 2018): 211–29. http://dx.doi.org/10.1163/1572543x-12341487.

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Abstract This article addresses a methodological question: How to develop African queer theology? That is, a theology that interrogates and counter-balances popular representations of queer sexuality as being “un-African” and “un-Christian”. Answering this question, the article specifically engages with African feminist theological work on storytelling as politically empowering and theologically significant. Where African feminist theologians have used her-stories to develop her-theologies, this article suggests that similarly, queer autobiographical storytelling can be a basis for developing queer theologies. It applies this methodology to the Kenyan queer anthology Stories of Our Lives (2015), which is a collection of autobiographical stories narrated by people identifying as lesbian, gay, bisexual, transgender, intersex (LGBTI) or otherwise queer in Kenya. The article concludes with an intertextual reading of Stories of Our Lives and Mercy Oduyoye’s autobiographical essay about childlessness, pointing towards an African narrative queer theology of fruitfulness.

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O’Dochartaigh, Aideen. "No more fairytales: a quest for alternative narratives of sustainable business." Accounting, Auditing & Accountability Journal 32, no. 5 (June 17, 2019): 1384–413. http://dx.doi.org/10.1108/aaaj-11-2016-2796.

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Purpose The purpose of this paper is to explore storytelling in sustainability reporting. The author posits that large PLCs use their sustainability reports to support the construction of a fairytale of “sustainable business”, and asks if organisations with an alternative purpose (social enterprises, values-based SMEs) and/or ownership structure (co-operatives, partnerships) can offer a counter-narrative of the sustainability–business relationship. Design/methodology/approach The paper uses the literature on storytelling and organisational mythmaking to gain insight into the construction of narratives and their impact on the reader. A narrative analysis is conducted of the sustainability reports of 40 organisations across a range of entity classes, including large PLCs, values-based SMEs, co-owned businesses and social enterprises. Findings The analysis indicates that the narratives presented in sustainability reporting are of much the same form across entity classes. The author argues on this basis that sustainability reports represent stories targeted at specific stakeholders rather than accounts of the organisation’s relationship with ecological and societal sustainability, and urges scholars to challenge organisations across entity classes to engage with sustainability at a planetary level. Originality/value The paper seeks to contribute to the literature in two ways. First, the author illustrates how the literature on storytelling can be used to analyse organisational narratives of sustainability, and how narrative forms and genres can be mobilised to support potential counter-narratives. Second, the author explores and ultimately challenges the proposition that organisations less often examined in the literature, such as social enterprises and co-operatives, can offer alternative narratives of the sustainability–business relationship.

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Moldenhauer, Judith. "Storytelling and the personalization of information." Information Design Journal 11, no. 2-3 (December 31, 2003): 230–42. http://dx.doi.org/10.1075/idj.11.2.17mol.

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Students often initially encounter the idea of information design with the preconceived notion that information design is dry and impersonal. To counter this attitude, the author stressed to students that information design is about making information personal (and thus accessible) and instructed students to approach their information design tasks from the point of view of storytelling. Through examples of student projects – forms, maps, and instructions – the author describes how students combined their own reactions to the forms, maps and instructions (i.e., their own stories of encountering the material) with analyses of the visual and verbal characteristics of those information documents (the information’s story) as the basis for developing creating user-based designs.

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Jr., Robert P. Gephart. "Counter-narration with numbers: understanding the interplay of words and numerals in fiscal storytelling." European J. of Cross-Cultural Competence and Management 4, no. 1 (2016): 21. http://dx.doi.org/10.1504/ejccm.2016.081211.

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Gephart Jr., Robert P. "Counter-narration with numbers: understanding the interplay of words and numerals in fiscal storytelling." European J. of Cross-Cultural Competence and Management 4, no. 1 (2016): 21. http://dx.doi.org/10.1504/ejccm.2016.10002298.

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Goessling, Kristen P. "Increasing the Depth of Field: Critical Race Theory and Photovoice as Counter Storytelling Praxis." Urban Review 50, no. 4 (March 6, 2018): 648–74. http://dx.doi.org/10.1007/s11256-018-0460-2.

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Merolla, Daniela. "Filming African Creation Myths." Religion and the Arts 13, no. 4 (2009): 521–33. http://dx.doi.org/10.1163/107992609x12524941450082.

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AbstractAfrican film directors have made use of mythology and oral storytelling in countless circumstances. These filmmakers have explored the core role that orality plays in ideas of African identity and used mythological themes as allegorical forms in order to address present-day issues while working under dictatorial regimes. They have turned to mythology and oral storytelling because of their determination to convey an African philosophical approach to the world, often to counter the colonial and neo-colonial oversimplification of African cultures seen as bereft of grand narratives on the self and the world. Identity construction, critical allegorical messages, and philosophical approaches are discussed in this paper by looking at the interplay between verbal narrative and images in two “epic” films: Keïta, l'héritage du Griot (1995) directed by Dani Kouyaté, and Yeelen (1987) directed by Souleymane Cissé.

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Samuels-Wortley, Kanika. "To Serve and Protect Whom? Using Composite Counter-Storytelling to Explore Black and Indigenous Youth Experiences and Perceptions of the Police in Canada." Crime & Delinquency 67, no. 8 (January 24, 2021): 1137–64. http://dx.doi.org/10.1177/0011128721989077.

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Research based in the US and Britain have established that perceptions of the police are particularly low among youth and racialized communities. However, by contrast, little is known about racialized youth perceptions of the police within Canada. Due to formal and informal bans on the collection of race-based data, Canada maintains its international reputation as a tolerant multicultural society. Using the critical race methodology of composite counter-storytelling, this paper will highlight the perspectives of Black and Indigenous youth and explore their experiences with law enforcement. This aims to counter Canada’s international status as a multicultural utopia and demonstrate how legal criminal justice actors, such as the police, perpetuate the marginalized status of Black and Indigenous youth through the process of criminalization.

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Blake, James N. "Simulating Experiences of Displacement and Migration." International Journal of E-Politics 10, no. 1 (January 2019): 49–60. http://dx.doi.org/10.4018/ijep.2019010104.

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Immigration is a highly politicised and emotive area of public discourse. During the peak of the so-called ‘Refugee Crisis' in Europe, a number of EU politicians and mass media outlets manipulated the abstract idea of ‘the migrant' as a scapegoat for a number of social ills including rising crime, unemployment and national security. Yet, during these years, some news organisations did seek to counter the dominant negative narratives around migration by exploring new modes of storytelling around interactive and immersive digital environments. This study examines four such media projects, all developed between 2014 and 2016. Their interactive narratives sought to break down popular discourses which portrayed migrants as “the other” by creating an emotional connection between media user and the experience of refugees themselves. For this research, journalists, editors, and producers were interviewed to determine the motivations of the content creators and the impact their storytelling techniques had on viewers.

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Love, Barbara J. "BrownPlus 50 Counter-Storytelling: A Critical Race Theory Analysis of the “Majoritarian Achievement Gap” Story." Equity & Excellence in Education 37, no. 3 (September 2004): 227–46. http://dx.doi.org/10.1080/10665680490491597.

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Stinson, David W. "Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students." American Educational Research Journal 45, no. 4 (December 2008): 975–1010. http://dx.doi.org/10.3102/0002831208319723.

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This study documents the counterstories of four academically (and mathematically) successful African American male students. Using participative inquiry, the participants were asked to read, reflect on, and respond to historical and current research literature regarding the schooling experiences of African American students. Their responses were analyzed using a somewhat eclectic theoretical framework that included poststructural theory, critical race theory, and critical theory. Collectively, the participants’ counterstories revealed that each had acquired a robust mathematics identity as a component of his overall efforts toward success. How the participants acquired such “uncharacteristic” mathematics identities was to be found in part in how they understood sociocultural discourses of U.S. society and how they negotiated the specific discourses that surround male African Americans. Present throughout the counterstories of each participant was a recognition of himself as a discursive formation who could negotiate sociocultural discourses as a means to subversively repeat his constituted “raced” self.

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Toh, Glenn. "Exposing and dialogizing racism through counter-storytelling and critical pedagogy in a Japanese EAP situation." Power and Education 7, no. 2 (May 18, 2015): 169–80. http://dx.doi.org/10.1177/1757743815586519.

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Stefaniw, Blossom. "Feminist Historiography and Uses of the Past." Studies in Late Antiquity 4, no. 3 (2020): 260–83. http://dx.doi.org/10.1525/sla.2020.4.3.260.

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Two recently-published works involved in the representation of women in the Christian past show two contemporary but divergent historiographic modes. The following essay examines each study within a larger frame of inquiry as to how patriarchy continues to shape both the institutional and embodied orders within which feminist historiography of early Christianity and Late Antiquity takes place. Using Critical Race Theory as the best available perspective from which to engage with systems of oppression, I articulate certain revisions which should be made to current efforts towards equality and consider what it would mean to write feminist historiography as counter-narrative or counter-storytelling without that becoming a decorative or extra-curricular practice in the academy. When feminist historiography is treated simultaneously in institutional, embodied, and epistemic terms it becomes evident that the way we think about women is part of a high-stakes conflict around the use of the past.

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Gislason, Maya K., Vanessa Sloan Morgan, Kendra Mitchell-Foster, and Margot W. Parkes. "Voices from the landscape: Storytelling as emergent counter-narratives and collective action from northern BC watersheds." Health & Place 54 (November 2018): 191–99. http://dx.doi.org/10.1016/j.healthplace.2018.08.024.

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Henricsson, Ola. "Student Teachers’ Storytelling: Countering Neoliberalism in Education." Phenomenology & Practice 14, no. 1 (June 2, 2020): 24–38. http://dx.doi.org/10.29173/pandpr29396.

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Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education.

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O'Neill, Tully. "‘Today I Speak’: Exploring How Victim-Survivors Use Reddit." International Journal for Crime, Justice and Social Democracy 7, no. 1 (March 1, 2018): 44–59. http://dx.doi.org/10.5204/ijcjsd.v7i1.402.

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Digital platforms, such as Twitter, Facebook and online communities on reddit, are increasingly used by victim-survivors across the world to post about their experiences of sexual violence. Emerging research suggests a variety of reasons why victim-survivors discuss their experiences online. This article contributes to this developing area of research by exploring the underlying motivations for victim-survivors using an online rape survivor community on reddit. This article questions how and why victim-survivors of sexual violence engage with digital technologies through content analysis of narratives posted to a public rape survivor forum on reddit. Overall, the study found that there are three primary motivators prompting survivors to access online communities: to find a supportive community; to seek advice; and for storytelling. The article uncovers some of the broader implications of online storytelling, suggesting that this is an important framework to consider online disclosures of sexual violence. Online communities like /r/rapecounseling might be conceptualised as spaces where counter-narratives of sexual violence are collectively shared.

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Soetantyo, Sylvia Primulawati. "PERANAN DONGENG DALAM PEMBENTUKAN KARAKTER SISWA SEKOLAH DASAR." Jurnal Pendidikan 14, no. 1 (September 4, 2013): 44–51. http://dx.doi.org/10.33830/jp.v14i1.355.2013.

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The purpose of education is to internalized value emphasized on ethics-spiritual reflected in the day-to-day attitude. Internet has become a lifestyle for most students. Since the information flow is uncontroll, morale of young people is at stake. To counter the impact of internet on elementary school children, teachercan practice storytelling to create a real teaching situation in promoting good character. Through storytelling children can learn various characters from folktales and make characters in the story / fairy tale as a role model. Salah satu tujuan pendidikan adalah untuk menginternalisasikan nilai-nilai yang ditekankan pada etika-spiritual yang tercermin dalam sikap sehari-hari. Internet telah menjadi gaya hidup bagi sebagian besar siswa. Karena arus informasi pada internet hampir tidak bisa dikendalikan, maka moral kaum mudalah yang menjadi taruhannya. Untuk mengatasi dampak internet terhadap anak-anak sekolah dasar, guru dapat berlatih mendongeng untuk menciptakan situasi mengajar nyata dalam mempromosikan karakter yang baik. Melalui kegiatan mendongeng, anak dapat mempelajari berbagai karakter dari cerita rakyat dan menciptakan karakter dalam cerita / dongeng sebagai model peran.

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Burkhard, Tanja. "I Need You to Tell My Story: Qualitative Inquiry for/With Transnational Black Women." Cultural Studies ↔ Critical Methodologies 19, no. 3 (December 7, 2018): 184–92. http://dx.doi.org/10.1177/1532708618817883.

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Drawing on a yearlong qualitative research project with seven Black transnational women, this article employs a transnational Black feminist approach. It is guided by the following questions: What does it look like to conduct qualitative research rooted in a transnational Black feminist framework? What implications related to storytelling, reciprocity, and the relationships with participants emerge from this work? In exploring these questions, I consider some of the ways transnational Black feminist theory can be operationalized to counter re-inscriptions of dominant ideologies onto the research process with marginalized communities, particularly under consideration of contemporary national and transnational processes and discourses.

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Berry, Robert Q. "Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys." Journal for Research in Mathematics Education 39, no. 5 (November 2008): 464–88. http://dx.doi.org/10.5951/jresematheduc.39.5.0464.

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This article is about 8 African American middle school boys who have experienced success in mathematics. Working within a phenomenological methodological framework, the researcher investigated the limitations these students encounter and the compensating factors they experience. Critical race theory was the theoretical framework for this study; counter-storytelling was utilized to capture the boys' experiences, which is in stark contrast to the dominant literature concerning African American males and mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities.

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Hansen, Per Krogh, and Marianne Wolff Lundholt. "Conflicts between founder and CEO narratives: Counter-narrative, character and identification in organisational changes." Frontiers of Narrative Studies 5, no. 1 (July 2, 2019): 94–111. http://dx.doi.org/10.1515/fns-2019-0007.

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AbstractCorporate communication has long been viewed through the lens of narrative and storytelling. Over time, a wide variety of conceptions have been developed in this field with respect to the special circumstances regarding the organisational communicative situation, which differs from other materialisations of narrative. In this article, however, we will explore the value of a more general approach, which pays attention to some of the recurring features of narrative across media and communicative situations. We will approach organisational narrative through common analytical and narratological concepts such as master narrative and counter-narrative, character, identification and actantial roles. Specifically, we investigate the organisational change in the Danish-owned multinational company Danfoss and examine how the materialisation of a founder narrative and a CEO master narrative each evoke different expectations, reactions and counter-narratives among the employees. Our empirical material consists of public communication in, from and around the organisation, and focus group interviews conducted at Danfoss China.

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Harcourt, Rachel, Wändi Bruine de Bruin, Suraje Dessai, and Andrea Taylor. "Envisioning Climate Change Adaptation Futures Using Storytelling Workshops." Sustainability 13, no. 12 (June 10, 2021): 6630. http://dx.doi.org/10.3390/su13126630.

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Engaging people in preparing for inevitable climate change may help them to improve their own safety and contribute to local and national adaptation objectives. However, existing research shows that individual engagement with adaptation is low. One contributing factor to this might be that public discourses on climate change often seems dominated by overly negative and seemingly pre-determined visions of the future. Futures thinking intends to counter this by re-presenting the future as choice contingent and inclusive of other possible and preferable outcomes. Here, we undertook storytelling workshops with participants from the West Yorkshire region of the U.K. They were asked to write fictional adaptation futures stories which: opened by detailing their imagined story world, moved to events that disrupted those worlds, provided a description of who responded and how and closed with outcomes and learnings from the experience. We found that many of the stories envisioned adaptation as a here-and-now phenomenon, and that good adaptation meant identifying and safeguarding things of most value. However, we also found notable differences as to whether the government, local community or rebel groups were imagined as leaders of the responsive actions, and as to whether good adaptation meant maintaining life as it had been before the disruptive events occurred or using the disruptive events as a catalyst for social change. We suggest that the creative futures storytelling method tested here could be gainfully applied to support adaptation planning across local, regional and national scales.

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Reyes McGovern, Elexia. "Storytelling and Mothering: A Portrait of a Homegrown, Mexican American Teacher." Qualitative Inquiry 25, no. 5 (December 14, 2018): 482–91. http://dx.doi.org/10.1177/1077800418817837.

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At the heart of this article are the stories of a woman who identifies herself as a “homegrown,” Mexican American teacher. It is through storytelling with this teacher, Ms. Luna Martinez, that we come to understand how race, class, gender, ethnicity, and motherhood cross borders from the home to the classroom and back again. Although this article focuses on the life story of one teacher, it should be noted that her story resides within a larger research context. Ms. Luna Martinez’s story works to counter deficit, majoritarian narratives that inflict harm on Communities of Color. Moreover, her story radiates moments of survival and resilience with the potential to uplift and inspire Communities of Color. As a “homegrown” teacher who embodies a “pedagogies of the home” approach in the classroom, Ms. Luna Martinez connects with students through a familial and communal kinship.

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Huber, Laila. "Topographies of the Possible." Anthropological Journal of European Cultures 24, no. 2 (September 1, 2015): 34–54. http://dx.doi.org/10.3167/ajec.2015.240204.

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This article explores the creation of new structures of participation and counter imaginaries within the city between the poles of arts and politics. On the basis of two case studies, one situated in the non-institutionalised artistic field and one in the non-institutionalised political field, I will explore narratives of a 'topography of the possible' in the city of Salzburg. Aiming to outline collage pieces of a topography of the possible and of counter-narrative in and of the city – the city is looked at in terms of collage, understood as overlapping layers of the three spatial dimensions materiality (physical space), sociability (social space) and the imaginary (symbolic space). These are understood as differing but interrelated spatial dimensions, each one unfolding forms of collective appropriation of a city. The focus lies on the creation of social relations and collective imaginaries on the micro-level of cultural and political self-organised initiatives, looked at under terms of narration and storytelling. My ethnographic project asks for the creative potentiality of a city and for the creative power of social relations and collective imaginaries.

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Mercado-López, Larissa M., Laura Alamillo, and Cristina Herrera. "Cap(tioning) Resistance on Stage: Chicana/Latina Graduation Caps and StoryBoarding as Syncretic Testimonio." Association of Mexican American Educators Journal 12, no. 3 (December 18, 2018): 76. http://dx.doi.org/10.24974/amae.12.3.407.

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This article examines the recent tradition of decorating and re-fashioning graduation caps, also known as mortarboards, by Chicanx/Latinx graduates. We describe this practice as StoryBoarding, a form of micro-storytelling tales of Chicana/Latina agency and resistance that counter, expose, and challenge institutionalized forms of racism. Many instances of StoryBoarding take place in the context of Hispanic Serving Institutions (HSI), specifically during the Chicanx/Latinx graduation commencement ceremonies held at many campuses. While these events are celebratory, these past few years, alongside the celebrations, the ceremonies have also become spaces of critique and proclamation of the graduates’ views towards the current administration’s policies aimed at undocumented immigrants and people of Mexican and Latin American descent.

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Journal articles on the topic 'Counter-storytelling'

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