Relevant bibliographies by topics / Counternarrative

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Counternarrative'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Counternarrative"

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Beverley, John, and Regina Hurley. "Counternarrative Themes." American Journal of Bioethics 21, no. 2 (February 1, 2021): 72–74. http://dx.doi.org/10.1080/15265161.2020.1861378.

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Kinloch, Valerie, Carlotta Penn, and Tanja Burkhard. "Black Lives Matter: Storying, Identities, and Counternarratives." Journal of Literacy Research 52, no. 4 (October 29, 2020): 382–405. http://dx.doi.org/10.1177/1086296x20966372.

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In this academic counternarrative, we examine how Black students and adults get positioned by, and come to resist, discourses that favor dominant linguistic and cultural practices. We ask, How do Black youth and adults resist the gaze of whiteness, or dominant discourses, in schools and communities, and what are pedagogical implications of such resistances? We address these questions by discussing three contemporary examples of injustices experienced by Rachel Jeantel, Amariyanna Copeny, and Black youth who continue the activism of Colin Kaepernik. Thereafter, we analyze data from three research vignettes of Black teachers and Youth of Color who produce counternarratives through storying. In our conclusion, we advocate for a pedagogical agenda in literacy studies grounded in cultural equality and linguistic, racial, and social justice for Black people and other People of Color. We situate this work as an academic counternarrative—an analysis of young people’s unapologetic affirmation of Black humanity, brilliance, and power.
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Hendricks, Karin. "Counternarratives: Troubling Majoritarian Certainty." Action, Criticism, and Theory for Music Education 20, no. 4 (December 2021): 58–78. http://dx.doi.org/10.22176/act20.3.58.

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Narratives featuring majoritarian (e.g., White, male, middle/upper class, and/or heterosexual) protagonists are so prevalent in U.S. society that they have become the normative reference point by which some members of society may view and label others. They may, therefore, implicitly consider those who do not fit the majoritarian mold as somehow inferior or deficient. Counternarratives challenge majoritarian biases by normalizing the experiences of minoritized persons and inviting their stories to rupture the dominant narrative. In this article, I engage the concept of counternarratives by relating my encounter with a historical narrative that differed from the majoritarian one I had been taught. I then describe how counternarratives can take a reader on a journey through time, sociality, and place to evoke a sense of connection with a non-majoritarian protagonist and awaken the possibility for seeing the world anew. The article continues with descriptions of counternarrative texts and their potentials, first from literature and contemporary autobiography and then from within music education.
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Schmidt, Leonie. "Cyberwarriors and Counterstars: Contesting Religious Radicalism and Violence on Indonesian Social Media." Asiascape: Digital Asia 5, no. 1-2 (February 14, 2018): 32–67. http://dx.doi.org/10.1163/22142312-12340088.

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AbstractIn Indonesia, social media offer a site for countering Islamic radicalism and violence. But what kinds of counternarratives or counterdiscourses can be distinguished on social media? This article explores the question by focusing on one social media counterinitiative: that of the ‘cyberwarriors’, volunteers who battle Islamic radicalism on social media with memes, hash tags, comics, and videos as their weapons of choice. By practicing a threefold ‘politics of threat’, ‘exceptionality’, and ‘inspiration’, cyber warriors construct a counternarrative in whichulamaandkyai, traditional figures of religious authority, are transformed into hip, strong, cool, and ‘iconic’ ‘counterstars’, whose legacy shields the country from radicalism. In this process, traditional religious authority is simultaneously (re)claimed and further fragmented, while users are offered the tools to model themselves afterulamato help them save the country.
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Mordhorst, Mads. "From counterfactual history to counternarrative history." Management & Organizational History 3, no. 1 (February 2008): 5–26. http://dx.doi.org/10.1177/1744935908090995.

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Daum, Andreas W. "Alexander von Humboldt: Counternarrative of a dissenter?" Metascience 20, no. 3 (December 31, 2010): 577–79. http://dx.doi.org/10.1007/s11016-010-9514-0.

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Lawtoo, Nidesh. "A Picture of Africa: Frenzy, Counternarrative, Mimesis." MFS Modern Fiction Studies 59, no. 1 (2013): 26–52. http://dx.doi.org/10.1353/mfs.2013.0000.

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Khalifa, Muhammad A., and Felecia Briscoe. "A Counternarrative Autoethnography Exploring School Districts’ Role in Reproducing Racism: Willful Blindness to Racial Inequities." Teachers College Record: The Voice of Scholarship in Education 117, no. 8 (August 2015): 1–34. http://dx.doi.org/10.1177/016146811511700801.

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Background Racialized suspension gaps are logically and empirically associated with racial achievement gaps and both gaps indicate the endurance of racism in American education. In recent U.S. Department of Education and the U.S. Office of Civil Rights data, it was revealed that nationally, Black boys are four times more likely to be suspended than White boys. In some geographic areas and for certain offenses, some intersections of race, class, and gender are dozens of times more likely to be suspended for than others. Although most educational leaders and district-level official express disapproval of racism in schools, racialized gaps in achievement and discipline stubbornly persist. Purpose/Objective The purpose of this study was to examine how school district-level administrators react to investigations and indications of racism in their school districts. It is relevant because in many school districts that have disciplinary and achievement gaps, the administrators ostensibly and publically express a hope to reduce or eliminate the racist trends. Yet, one administration after another, they seem unable to disrupt the racially oppressive discipline and achievement gaps. In this study, we examined administrators’ responses to our requests about their districts’ racialized disaggregated disciplinary data, and their responses to our sharing of our findings with them. We use counternarrative autoethnography to describe that school district administrators play a significant role in maintaining practices that reproduce racial oppression in schools. Setting This study was conducted in large urban school districts in Texas. The profiled districts were predominantly Latino; however one district was over 90% Latino and the other just slightly more than half with sizable White and Black student populations in some schools and areas. Participants As this is an autoethnography, we are the primary participants of this study; we interrogate our experiences with school district administrators in our investigations of racial disciplinary gaps. Research Design Our autoethnography is counternarrative, as it counters bureaucratic narratives of impartiality, colorblindness, and objectivity espoused by school districts. In addition to our own self-interviews, we base our counternarrative on the examination of 11 phone calls and 35 email exchanges with district administration, and on field-notes taken during seven site visits. These collective experiences and data sources informed our counternarratives, and led to our findings. Our research encompasses three phases. The initial phase was our attempt to obtain disciplinary data from various school districts in Texas. Only two school districts made the data accessible to us, despite being legally obligated to do so. For the second phase of our study we calculated risk ratios from those two school districts to determine how many more times African Americans and Latinos are suspended than Whites in all of the schools of TXD1 and TXD2. The third phase was the district administrators’ reactions to our presentation of our findings in regards to their district schools with the most egregious disciplinary gaps. Based on the administrative responses to them, we thought that it was important to highlight our experiences through a counternarrative autoethnography. Conclusions From our qualitative data analysis we theorize three bureaucratic administrative responses contributed to the maintenance of racism in school—(1) the administrators discursive avoidance of issues of racial marginalization; (2) the tendency of bureaucratic systems to protect their own interests and ways of operating, even those ways of operating that are racist; and (3), the (perhaps inadvertent) protection of leadership practices that have resulted in such racial marginalization. These responses were enacted through four technical–rational/bureaucratic administrative practices: subversive, defensive, ambiguous, and negligent.
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Sheffield, Tricia. "Performing Jesus: A Queer Counternarrative of Embodied Transgression." Theology & Sexuality 14, no. 3 (January 2008): 233–58. http://dx.doi.org/10.1177/1355835808091421.

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Hanley, Mary. "Resisting Sankofa: Art-Based Educational Research as Counternarrative." Journal of Curriculum and Pedagogy 8, no. 1 (January 2011): 4–13. http://dx.doi.org/10.1080/15505170.2011.571180.

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Dissertations / Theses on the topic "Counternarrative"

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Albrecht, Morgan. "Broadcasting from the Streets: The Counternarrative Potential of Livestreaming." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1130.

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As livestreaming has become more ubiquitous in recent years with its expansion over social media platforms, and as mainstream media outlets begin to take advantage of the medium, it is important to recognize that the technology has important roots in the hands of marginalized communities. Specifically, livestreaming has historically been an outlet used by activists in protest settings in order to counter the narratives of mainstream media. This paper seeks to evaluate the counternarrative potential of livestreaming by looking into footage from both the 2012 student protests in Montreal and the 2014 protests in Ferguson in direct comparison to traditional broadcast coverage from these events. Ultimately, I argue that while there are dangers that inherently accompany the use of livestreaming, it nonetheless has the potential to be a powerful and practical tool in the hands of protesters.
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Davis, Luis Carlos. "Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612430.

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Máscara is an analysis of an existing film about sicarios, hit men who have been part of organized crime in Mexico. Máscara and it is based on the lives of three sicarios. The first and youngest sicario, in his mid twenties, wears a white ski mask and goes by the alias La Liebre. The second one wears a red ski mask and goes by the alias of El Monstruo and is in late forties. The third one, in his sixties, wears a green ski mask and goes by the alias of El Tanque.
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Dorson, James [Verfasser]. "Counternarrative Possibilities : Virgin Land, Homeland, and Cormac McCarthy's Westerns / James Dorson." Frankfurt am Main : Campus Verlag, 2016. http://www.campus.de/home/.

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Senff, Sarah A. "IN SEARCH OF A POLYPHONIC COUNTERNARRATIVE: COMMUNITY-BASED THEATRE, AUTOPATHOGRAPHY, AND NEOLIBERAL PINK RIBBON CULTURE." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1376083772.

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Villela, Berenice. ""Nudge a Mexican and She or He Will Break Out With a Story": Complicating Mexican Immigrant Masculinities through Counternarrative Storytelling." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/98.

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In this thesis, I explore Latino masculinities and contest their uniformity through transforming an oral history conducted with my father into a collection of short stories. Following storytelling traditions of Latino/Mexican culture, I converted an oral history interviews with my dad into a collection of short stories. From these short stories I extracted themes relating to the micro and macro manifestations of gender policing. Drawing from Judith Butler's Theory of performativity and Gloria Anzaldua's theory of Borderland identities, I rethink masculinity and offer Jose Esteban Munoz's theory of disidentification. With these theories in conversation, I analyze the themes of the short stories I present. In Chapter One, I investigate the potential of verguenza and respeto, or shame and respect, to complicate masculinity. In Chapter Two, I critically analyze my father's interaction with INS officials during his interview to become a U.S. resident. In these two sets of stories, I use disidentification to uncover the third space relationship with masculinity. I see this relationship at the intersections of race, class, gender and ability, the identities which come together to leave my father in the borderlands. Ultimately, I complicate masculinity through these analyses, offering a space for a nonoppressive masculinity.
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Moore, Belinda S. "Young adult dystopian fiction in the postnatural age." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101535/1/Belinda_Moore_Thesis.pdf.

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This creative works thesis comprises an exegesis and a novel. Both explore the ways that a postnatural perspective can shape the reading and writing of young adult dystopian fiction. Approaching literature from a postnatural perspective can highlight a connection between shifts in a novel's key terms and the development of the protagonist towards understanding their world as an interconnected ecosystem. Through its grounding in ecocriticism and children's literature criticism, this research investigates the contributions a postnatural perspective offers young adult dystopian fiction generally, and specifically, in the development of the novel When the Cloud Hit the Kellys.
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Hylton, Rhonda C. "Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961.

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Pinheiro, Anderson Vitorino. "Entre as ruínas da contranarrativa: a representação da realidade em Homem em queda, de Don DeLillo." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-18012016-134527/.

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Esta dissertação investiga os modos de representação da realidade no romance Homem em queda, do norte-americano Don DeLillo. O método utilizado é a análise interpretativa de trechos chaves do romance que possam representar a arquitetura de toda a narrativa, ao modo de Erich Auerbach. Escritos do teórico Fredric Jameson acerca do inconsciente político e da questão temporal na pós-modernidade se somam a teorias de Karl Marx (alienação) e Guy Debord (sociedade do espetáculo) para auxiliar a leitura sócio-histórica do romance.
This master\'s thesis investigates the representation of reality in the novel Falling Man, by Don DeLillo. The method is the interpretative analysis of key excerpts of the novel which may represent the whole architecture of the narrative, following the steps of Erich Auerbach. Writings by Fredric Jameson about the political unconscious and temporality in postmodernity as the theories of Karl Marx (alienation) and Guy Debord (society of the spectacle) helped us leading a socio-historical reading of the novel.
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Henesy, Megan Louise. "Novels of precarity : neoliberal counternarratives in contemporary British women's fiction." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/413764/.

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This thesis argues that there isa growing canon of contemporary women’s literature that is interested in exploring and reimagingthe ‘capitalist fraying’1 of conventional good-­life fantasies in contemporary Britain. By primarily using the theories of Lauren Berlant and Sara Ahmed as a framework for understanding how precarity can be considered from an affective standpoint, this thesis will study how the chosen authors present British neoliberal society as an inherently precarious environment. The thesis begins by discussing the evolution of the neologism ‘precarity’ from a term used to describe the shifting socioeconomic environment at the turn of the millennium, to one utilised across a range of disciplines to broadly describe the affective experience of living and working under neoliberal capitalism. In the first chapter, the thesis will explore how Ali Smith’s novel Hotel World presents contemporary Britain as an exclusionary environment epitomised by the non-­‐place at the centre of its interweaving narratives: the Global Hotel. The second chapter discusses Kate Atkinson’s Started Early, Took My Dog, a novel which utilises the genre of detective fiction to explore two time frames that bookend the age of neoliberal ideology, the 1970s and the present day. The third chapter will study how Hilary Mantel’s Beyond Black utilises gothic tropes to display a fractured contemporary Britain, which teeters on the edge of social and environmental ruin. The thesis aims to demonstrate that these writers, in challenging the traditional narratives of the good life fantasy, are creating works that present a counternarrative to neoliberalism.
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Beckham, Jack Marlin. "Demythologizing Mexico counternarratives in Twentieth century American literature and film /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=42&did=1905732471&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270143668&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 156-162). Issued in print and online. Available via ProQuest Digital Dissertations.
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Books on the topic "Counternarrative"

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Baker, Christopher M. Toward a Counternarrative Theology of Race and Whiteness. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99343-6.

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Pöhlmann, Sascha. Against the grain: Reading Pynchon's counternarratives. Amsterdam: Rodopi, 2010.

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Shin, Ryan, Maria Lim, Oksun Lee, and Sandrine Han. Counternarratives from Asian American Art Educators. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003222293.

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Against the grain: Reading Pynchon's counternarratives. Amsterdam: Rodopi, 2010.

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Eizadirad, Ardavan, Andrew Campbell, and Steve Sider. Counternarratives of Pain and Suffering as Critical Pedagogy. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003205296.

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Fletcher, Matthew L. M. American Indian education: Counternarratives in racism, struggle, and the law. New York: Routledge, 2008.

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Resisting modernity: Counternarratives of nation and masculinity in pre-indepenence India. Newcastle: Cambridge Scholars Pub., 2007.

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Donovan, Christopher. Postmodern counternarratives: Irony and audience in the novels of Paul Auster, Don DeLillo, Charles Johnson, and Tim O'Brien. New York, NY: Routledge, 2004.

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Postmodern counternarratives: Irony and audience in the novels of Paul Auster, Don Delillo, Charles Johnson, and Tim O'Brien. New York: Routledge, 2004.

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Sacks, Jonathan, Richard A. Burridge, and Megan Warner. Confronting Religious Violence: A Counternarrative. Baylor University Press, 2018.

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Book chapters on the topic "Counternarrative"

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Palumbo, Antonino, and Alan Scott. "A modernist counternarrative." In Remaking Market Society, 52–73. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9780203796375-4.

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Yu, Min. "Counternarrative of Work, Life, and Solidarity in Urban Cities." In The Politics, Practices, and Possibilities of Migrant Children Schools in Contemporary China, 83–108. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-50900-0_5.

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Craig, Cheryl J. "Generous Scholarship: A Counternarrative for the Region and the Academy." In Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education, 351–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56674-6_19.

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Marandola, Kateri Marie. "Self-Location as a Disruptive Counternarrative in Teaching and Learning." In Counternarratives of Pain and Suffering as Critical Pedagogy, 91–104. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003205296-8.

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Walker, Heather R. "Self-Exceptionism and its Counternarrative: An Autonetnography of Shifting Diabetes Identity." In Palgrave Studies in Science and Popular Culture, 279–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83110-3_18.

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Ledwith, Margaret. "Emancipatory Action Research as a Critical Living Praxis: From Dominant Narratives to Counternarrative." In The Palgrave International Handbook of Action Research, 49–62. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-40523-4_4.

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Augustin, Anne-Linda Amira. "Family Memories and the Transmission of the Independence Struggle in South Yemen." In Re-Configurations, 203–14. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31160-5_13.

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Abstract In 2007, a protest movement emerged in South Yemen called the Southern Movement. At the beginning, it was a loose amalgamation of people, most of them former army personnel and state employees of the former People’s Democratic Republic of Yemen (PDRY) who had been forced out of their jobs after the southern faction lost the war in 1994. Because of the state security forces’ brutality against protesters, more and more people joined the demonstrations, and the claims began to evolve into concrete political demands, such as the restored independence of the territory that once formed the PDRY, which in 1990 unified with the Arab Republic of Yemen to form the Republic of Yemen, as a separate state. By appropriating hidden forms of resistance, such as the intentionally and unintentionally intergenerational transmission of a counternarrative, South Yemenis have strengthened the calls for independence in recent years.
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Njambi, Wairimũ Ngarũiya. "Irua Ria Atumia and Anticolonial Struggles among the Gĩkũyũ of Kenya: A Counternarrative on “Female Genital Mutilation”." In Gender Epistemologies in Africa, 179–97. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116276_9.

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Gray, DeLeon L., Nicole Leach, Diane Johnson, Shayne Zimmerman, Jason Wornoff, and Quinton Baker. "Standing Out While Fitting in (SOFI): A Counternarrative on Black Males’ Strivings for Inclusiveness at a Predominantly Black High School." In Research for Inclusive Quality Education, 79–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_7.

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Kaulingfreks, Femke. "Counternarratives of Shared Unruly Politics." In Uncivil Engagement and Unruly Politics, 147–75. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137480965_6.

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Conference papers on the topic "Counternarrative"

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Thorsos, Nilsa. "Testimonios of Nonwhite Women in Leadership: Counternarrative in Higher Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682103.

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Rodríguez Lemus, Gabriel. "Using Consejitos to Navigate Doctoral Socialization: A Composite Counternarrative of Latina/x* Doctoral Colegas." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892844.

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Cannon, Mercedes. "Alice's Counternarrative of Dis/ability, Race, and Gender in Transition Education: Lessons Learned From the Past." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435653.

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Francois, Chantal. "A Counternarrative of Urban School Leadership: Internal, Moral, and Market Accountability During the COVID-19 Pandemic." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885714.

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O'Neill, María de Mater, Omayra Rivera-Crespo, Yazmín M. Crespo-Claudio, Irmaris Santiago-Rodríguez, and Camila Hernandez. "COUNTERnarratives: Social Assemblages." In PDC 2022: Participatory Design Conference 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3537797.3537903.

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Abebe, Rediet, Kehinde Aruleba, Abeba Birhane, Sara Kingsley, George Obaido, Sekou L. Remy, and Swathi Sadagopan. "Narratives and Counternarratives on Data Sharing in Africa." In FAccT '21: 2021 ACM Conference on Fairness, Accountability, and Transparency. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3442188.3445897.

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Astuti, Santi Indra, Rita Gani, and Ratri Rizki. "Reframing The Counternarration of Misinformation During Pandemic." In 4th Social and Humanities Research Symposium (SoRes 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220407.109.

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Parnell, Will. "Braiding Early Childhood Stories: Therapeutic Counternarratives to Slow Violences." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887031.

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Hardee, Sheri. "Latinx Educators as Arbiters of Change: Post-Truth Counternarratives." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436994.

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Parnell, Will. "Braiding Early Childhood Stories: Therapeutic Counternarratives to Slow Violences." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887031.

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Reports on the topic "Counternarrative"

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Richardson, Allissa V. Trends in Mobile Journalism: Bearing Witness, Building Movements, and Crafting Counternarratives. Just Tech, Social Science Research Council, November 2021. http://dx.doi.org/10.35650/jt.3010.d.2021.

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This field review examines how African American mobile journalism became a model for marginalized people’s political communication across the United States. The review explores how communication scholars’ theories about mobile journalism and media witnessing evolved since 2010 to include ethnocentric investigations of the genre. Additionally, it demonstrates how Black people’s use of the mobile device to document police brutality provided a brilliant, yet fraught, template for modern activism. Finally, it shows how Black mobile journalism created undeniable counternarratives that challenged the journalism industry in 2020 and presented scholars with a wealth of researchable questions. Taken together, the review complicates our understanding of Black mobile journalism as a great equalizer—pushing us to also consider what we lose when we lean too heavily on video testimony as a tool for political communication.
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You might also be interested in the extended bibliographies on the topic 'Counternarrative' for particular source types:
Journal articles Dissertations / Theses Books
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