Relevant bibliographies by topics / Counterstory

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

Academic literature on the topic 'Counterstory'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Counterstory"

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Martinez, Aja. "On Cucuys in Bird’s Feathers: A Counterstory as Parable." Writers: Craft & Context 1, no. 1 (August 13, 2020): 44–46. http://dx.doi.org/10.15763/issn.2688-9595.2020.1.1.1-52.

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This counterstory reviews central topics of mentorship and writing/publishing collaborations as parable. While maintaining pressure on the audience to read/see themselves in the fictional characters within, this counterstory as parable expands the voice, style, citation practice, and genre possibilities for discussions that are difficult to engage due to power imbalances and precarity within the profession for graduate students and junior professors. This counterstory as parable is an invitation to discuss the important topics of mentorship and writing/publishing, particularly for audience members who maintain the power and privilege of working with emerging scholars (i.e. graduate program professors and senior scholars).
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Disch, Lisa. "Claire Loves Julie: Reading the Story of Women's Friendship inLa Nouvelle Héloise." Hypatia 9, no. 3 (1994): 19–45. http://dx.doi.org/10.1111/j.1527-2001.1994.tb00448.x.

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Rousseau's Julie, ou La Nouvelle Héloise is two novels in one: a story of wifely virtue and a counterstory of women's friendship. Whereas the virtue story exemplifies what feminist readers since Mary WoRstonecraft have considered to be the most oppressive of Rousseau's prescriptions for women, the friendship counterstory questions the ethical foundations and social manifestations of the model of patriarchal authority that Rousseau ordinarily defends. In this essay, I read the novel with an eye for both stories and the tension between them.
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Bissonnette, Jeanne Dyches, and Jocelyn Glazier. "A Counterstory of One's Own." Journal of Adolescent & Adult Literacy 59, no. 6 (September 3, 2015): 685–94. http://dx.doi.org/10.1002/jaal.486.

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Kolano, Lan. "Smartness as cultural wealth: an AsianCrit counterstory." Race Ethnicity and Education 19, no. 6 (April 29, 2016): 1149–63. http://dx.doi.org/10.1080/13613324.2016.1168538.

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Gerrard, Crystal Lynn. "“Denying America”: Vivian's Counterstory of Undocumented Status." Bulletin of the Council for Research in Music Education, no. 233 (July 1, 2022): 7–26. http://dx.doi.org/10.5406/21627223.233.01.

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Abstract This article provides a counterstory of a formerly undocumented Latina student's experiences navigating school and music education in the United States. Using tenets of undocumented critical theory (UndocuCrit) and counter-storytelling, I share Vivian's journey through secondary and postsecondary education as she encountered systemic barriers in pursuit of a career in music education. Vivian's narrative revealed institutional hindrances that disrupted access to music education at both secondary and postsecondary levels. Notably, shifting policies, misinformation, limited access to funding, and issues with immigration documents interfered with Vivian's aspirations of becoming a certified, full-time music educator. Unwavering familial support and legal assistance from a skilled attorney aided her pursuit of higher education. Eventually, Vivian fashioned a new path in a different field of study and now uses her experiential knowledge to assist others who are undocumented. Possibilities for working with undocumented immigrant students and families are discussed in light of fluid immigration policies and the ongoing sociopolitical climate.
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Toliver, S. R. "Can I Get a Witness? Speculative Fiction as Testimony and Counterstory." Journal of Literacy Research 52, no. 4 (October 28, 2020): 507–29. http://dx.doi.org/10.1177/1086296x20966362.

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Drawing on Black feminist/womanist storytelling and the three-dimensional narrative inquiry space, this article showcases how one Black girl uses speculative fiction as testimony and counterstory, calling for readers to bear witness to her experiences and inviting witnesses to respond to the negative experiences she faces as a Black girl in the United States. I argue that situating speculative fiction as counterstory creates space for Black girls to challenge dominant narratives and create new realities. Furthermore, I argue that considering speculative fiction as testimony provides another way for readers to engage in a dialogic process with Black girls, affirming their words as legitimate sources of knowledge. Witnessing Black girls’ stories is an essential component to literacy and social justice contexts that tout a humanizing approach to research. They are also vital for dismantling a system bent on the castigation and obliteration of Black girls’ pasts, presents, and futures.
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Souto-Manning, Mariana, and Ayesha Rabadi-Raol. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." Review of Research in Education 42, no. 1 (March 2018): 203–25. http://dx.doi.org/10.3102/0091732x18759550.

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In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.
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Gonzales, Laura. "Counterstory: The Rhetoric and Writing of Critical Race Theory." Rhetoric Review 39, no. 4 (October 1, 2020): 536–38. http://dx.doi.org/10.1080/07350198.2020.1803595.

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Kirsch, Gesa E. "Counterstory: The Rhetoric and Writing of Critical Race Theory." Rhetoric Society Quarterly 52, no. 1 (January 1, 2022): 103–5. http://dx.doi.org/10.1080/02773945.2021.2006051.

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Osborne, Richard, and Joni Schwartz. "Self-Directed Learning and Not Choosing College: A Counterstory." New Directions for Adult and Continuing Education 2016, no. 150 (June 2016): 37–46. http://dx.doi.org/10.1002/ace.20184.

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Dissertations / Theses on the topic "Counterstory"

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Martinez, Aja Y. "Critical Race Counterstory as Rhetorical Methodology: Chican@ Academic Experience Told Through Sophistic Argument, Allegory, and Narrative." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228451.

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This work focuses on Chican@ identity in academia and uses CRT counterstory to address topics of cultural displacement, assimilation, the American Dream, and ethnic studies. This research considers where the field of rhetoric and composition currently stands in terms of preparedness to serve a growing Chican@ undergraduate and graduate student population. Through counterstory, I offer strategies that more effectively serve students from non-traditional backgrounds in various spaces and practices such as the composition classroom, faculty mentoring, and programmatic requirements such as second language proficiency exams. Since rhetoric and composition can confront structurally and historically specific racisms--e.g., segregation, lack of access for the racial minority to higher education, ethnocentric curricula--embedded in our field, then we, as teachers, students, and administrators, can strategize ways to achieve social justice in academia for historically marginalized groups. My dissertation is focused on Chican@ undergraduate and graduate students because this is the fastest growing population in the academy and is a group with which I feel I can draw upon my cultural intuition; however, the critical race theoretical, pedagogical, and methodological strategies I make use of in my project can be adapted to assist other historically marginalized groups in academia.
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(9781949), Susan Bond. "'A shark in the garden': Adoptee memoir as testimonial literature – a creative and exegetical reflection." Thesis, 2019. https://figshare.com/articles/thesis/_A_shark_in_the_garden_Adoptee_memoir_as_testimonial_literature_a_creative_and_exegetical_reflection/13451183.

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I was told by my father in December 1988 that I was adopted. I was twenty-three years old, near the end of a medical degree, and had just announced to my parents that I thought it best I leave home because of the intense conflict between my father and myself. This ‘revelation’ of my adoptive status was a life-changing event that I have struggled with since that day, but which also explained many things about our family. It is in response to this revelation that I endeavoured to write a memoir that would explain our family dynamic, to both myself and others, and provide what might be a useful resource for adopted and non-adopted people generally, especially late discovery adoptees (LDAs). The resulting memoir, ‘A shark in the garden’, forms part of this thesis; its companion is an exegesis on adoptee memoir as testimony literature. The primary research question that has driven my research is: How can I write, as a late discovery adoptee, a memoir that reflects that particular experience and addresses the concerns and interests of the late discovery adoptee reader, as well as the memoir reader more generally? The secondary question or sub-question that is needed in order to fully address it is: Where do adoptee life narratives, both late discovery and non-secretive, fit in to the general category of autobiography or memoir, and do they have any special features I need to consider in writing my memoir? I argue that adoptee memoir, particularly LDA memoir, has a testimonial function arising from its depiction of experiences especial to adoptees, and that, as a result of this, it has a distinct place in the taxonomy of life writing rather than being included within other genres (such as filiation narratives). The memoir is focused on my life with my adoptive parents, structured around that ‘pivot point’ of the revelation, where everything changed. My father had been a Royal Air Force navigator in World War Two and suffered the effects of trauma from this experience, which affected both of my parents and our family life. Issues of mental illness for both my father and myself, suicidality, infertility, and family conflict arise, as well as my confusion around identity and the search for my birth mother and reunion with her. The secrecy around my adoption was compounded by other secrets also not revealed until after the death of my parents. This is a practice-led/research-enabled project with input from autoethnography. The exegetical component gives a brief overview of the history of adoption, the psychological aspects of adoption, and issues around late discovery generally, before I then examine adoptee memoir with a view to constructing a taxonomy of adoptee/LDA life writing, and to situate it within the larger category of autobiography, using Smith and Watson’s (2010) sixty genres of autobiography, Gage’s Internet database, the Reader’s guide to adoption-related literature, and my wider research. I follow this with a discussion of trauma and testimony as they apply to adoptees. I use the case of adoptee Binjamin Wilkomirski’s false Holocaust memoir, Fragments: memories of a childhood, 1939–1948 (1997), to explore aspects of the effects of trauma upon the adoptee and how it may have affected his writing of the memoir, and discuss the possible implications of the traumatic ‘wound’, the potential of testimony and constructing counterstories. These discussions are particularly centred around late discovery adoptees, who must deal with the impact of origin secrecy upon themselves and their relationship with their families. My arguments and their significance and the contribution to knowledge of the thesis are brought together in the conclusion, namely that adoptee memoir has a testimonial function and a place within the taxonomy of life writing because adoptees, and late discovery adoptees in particular, experience the effects of deliberate family formation policies, both of the past and the present. Late discovery adoptees have the added experience of secrecy about their origins. Their memoirs often reflect the effects of separation and secrecy, and search and reunion.
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Books on the topic "Counterstory"

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Martinez, Aja. Counterstory: The Rhetoric and Writing of Critical Race Theory. National Council of Teachers of English, 2020.

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Martinez, Aja Y., Jaime Armin Mejía, and Carmen Kynard. Counterstory: The Rhetoric and Writing of Critical Race Theory. National Council of Teachers of English, 2022.

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Book chapters on the topic "Counterstory"

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Martinez, Aja Y. "Counterstory por mi Gente:." In Latina Leadership, 161–87. Syracuse University Press, 2022. http://dx.doi.org/10.2307/j.ctv1c7zg20.14.

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"Imagining a counterstory attentive to lives." In Composing Diverse Identities, 170–83. Routledge, 2006. http://dx.doi.org/10.4324/9780203012468-15.

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"A Counterstory of Native American Persistence." In Island of the Blue Dolphins, 219–28. University of California Press, 2019. http://dx.doi.org/10.1525/9780520964068-007.

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Bell, Sophie R. "MAPPING WHITENESS: Hypersegregation, Colorblindness, and Counterstory." In Mapping Racial Literacies: College Students Write about Race and Segregation, 37–70. Utah State University Press, 2021. http://dx.doi.org/10.7330/9781646421107.c001.

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"DOUBLE TALK: THE COUNTERSTORY OF LYNN HERSHMAN." In The Art and Films of Lynn Hershman Leeson, 200–208. University of California Press, 2019. http://dx.doi.org/10.1525/9780520937444-013.

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Martinez, Aja Y. "A Plea for Critical Race Theory Counterstory: Stock Story vs. Counterstory Dialogues Concerning Alejandra's "Fit" in the Academy." In Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication, 65–85. The WAC Clearinghouse; University Press of Colorado, 2016. http://dx.doi.org/10.37514/atd-b.2016.0933.2.03.

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"Mothering and Science Literacy: Challenging Truth-Making and Authority through Counterstory." In Science Education from People for People, 146–57. Routledge, 2009. http://dx.doi.org/10.4324/9780203878446-18.

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Ashlee, Aeriel A. "Finding Grace." In Degrees of Difference, 134–45. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043185.003.0008.

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This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.
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Sampson, Carrie. "Evoking My Shadow Beast." In Degrees of Difference, 17–35. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043185.003.0002.

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Life does not stop for anyone pursuing a graduate degree. For women of color, however, cultural and familial pressures sometimes make finishing our graduate degrees more difficult. This chapter explores the experience of a woman of color doctoral student completing her dissertation while also caring for her two young children, watching over two parents who struggled with serious illnesses, and managing a household. Framed by critical race feminism, this counterstory highlights microaggressions that exist in institutions of higher education but also within families. Exploring notions such as Superwoman, the “double-bind,” and the often-competing expectations related to traditional gender roles and aspirations, this chapter urges women of color to consider different ways of caretaking that promote liberation, eliminating the patriarchal and misogynistic expectations that tend to hinder the progress of women of color in graduate school.
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"Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education." In Handbook of Critical Race Theory in Education, 268–79. Routledge, 2013. http://dx.doi.org/10.4324/9780203155721-28.

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Conference papers on the topic "Counterstory"

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Blaisdell, Benjamin. "Counterstory as Spatial Practice: Embedding Critical Race Theory in Public Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577938.

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Toliver, Stephanie. "Can I Get a Witness? Speculative Fiction as Testimony and Counterstory." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691050.

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Beauchemin, Faythe. "Naturalized Patterns of Silence and Disconnection: A Counterstory of a Black Female Preservice Teacher." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885599.

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Neville, Mary. ""Shocked I Didn't Learn This in School": Responding to 13th as a Critical Race Counterstory." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443285.

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Ward, LaWanda. "Fisher v. Fisher: A Critical Race Feminist Counterstory of College Access Through Supreme Court Oral Arguments." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585597.

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Journal articles
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