Relevant bibliographies by topics / Counterstory / Journal articles
To see the other types of publications on this topic, follow the link: Counterstory.

Journal articles on the topic 'Counterstory'

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

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

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Counterstory.'

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

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

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text
Abstract:
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).
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Solórzano, Daniel G., and Tara J. Yosso. "A Critical Race Counterstory of Race, Racism, and Affirmative Action." Equity & Excellence in Education 35, no. 2 (May 2002): 155–68. http://dx.doi.org/10.1080/713845284.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Nelson, Hilde Lindemann. "Resistance and Insubordination." Hypatia 10, no. 2 (1995): 23–40. http://dx.doi.org/10.1111/j.1527-2001.1995.tb01367.x.

Full text
Abstract:
I introduce the notion of the counterstory: a story that contributes to the moral self-definition of its teller by undermining a dominant story, undoing it and retelling it in such a way as to invite new interpretations and conclusions. Counterstories can be told anywhere, but particularly when told within chosen communities, they permit their tellers to reenter, as full citizens, the communities of place whose goods have been only imperfectly available to its marginalized members.
APA, Harvard, Vancouver, ISO, and other styles
13

Libertz, Daniel. "Amplification by Counterstory in the Quantitative Rhetoric of Ida B. Wells." Rhetoric Society Quarterly 51, no. 4 (August 8, 2021): 309–24. http://dx.doi.org/10.1080/02773945.2021.1947514.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Martinez, Aja Y. "Core-Coursing Counterstory: On Master Narrative Histories of Rhetorical Studies Curricula." Rhetoric Review 38, no. 4 (October 2, 2019): 402–16. http://dx.doi.org/10.1080/07350198.2019.1655305.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Baszile, Denise Taliaferro. "The Oppressor Within: A Counterstory of Race, Repression, and Teacher Reflection." Urban Review 40, no. 4 (July 16, 2008): 371–85. http://dx.doi.org/10.1007/s11256-008-0090-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Rodriguez, Noreen Naseem, and Amanda Vickery. "Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement." International Journal of Multicultural Education 22, no. 2 (August 31, 2020): 109. http://dx.doi.org/10.18251/ijme.v22i2.2243.

Full text
Abstract:
While more diverse children's literature about youth activism is available than ever before, popular picturebooks often perpetuate problematic tropes about the Civil Rights Movement. In this article, we conduct a critical content analysis of the award-winning picturebook The Youngest Marcher and contrast the book's content to a critical race counterstory of the Movement focused on the collective struggle for justice in the face of racial violence. We argue for the need to engage students in civic media literacy through a critical race lens and offer ways to nuance the limited narratives often found in children's literature.
APA, Harvard, Vancouver, ISO, and other styles
17

Dowie-Chin, Tianna, Matthew Paul Stephens Cowley, and Mario Worlds. "Whitewashing Through Film: How Educators Can Use Critical Race Media Literacy to Analyze Hollywood’s Adaptation of Angie Thomas’ The Hate U Give." International Journal of Multicultural Education 22, no. 2 (August 31, 2020): 129. http://dx.doi.org/10.18251/ijme.v22i2.2457.

Full text
Abstract:
Grounded in critical race media literacy (CRML), we contend that a comparison of The Hate U Give novel and adapted film can allow for more nuanced conversations in the classroom regarding the functions of racism in America, including intersectionality and colorism. When comparing these texts, educators should ground their analysis in CRML. CRML is one way that educators can facilitate the engagement of critical analysis around the representation of racialized people in media. We argue that when The Hate U Give was rendered into a film, a number of the changes weakened the novel‘s counterstory messages around racism and white supremacy.
APA, Harvard, Vancouver, ISO, and other styles
18

Atwood, Erin, and Gerardo R. López. "Let’s be critically honest: towards a messier counterstory in critical race theory." International Journal of Qualitative Studies in Education 27, no. 9 (August 18, 2014): 1134–54. http://dx.doi.org/10.1080/09518398.2014.916011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Dingus, Jeannine E. "“Doing the Best We Could”: African American Teachers’ Counterstory on School Desegregation." Urban Review 38, no. 3 (August 15, 2006): 211–33. http://dx.doi.org/10.1007/s11256-006-0034-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Dyke, Erin Lee, Jinan El Sabbagh, and Kevin Dyke. "“Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities." International Journal of Multicultural Education 22, no. 2 (August 31, 2020): 30. http://dx.doi.org/10.18251/ijme.v22i2.2445.

Full text
Abstract:
The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.
APA, Harvard, Vancouver, ISO, and other styles
21

Phoenix, C., and B. Smith. "Telling a (Good?) Counterstory of Aging: Natural Bodybuilding Meets the Narrative of Decline." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 66B, no. 5 (July 28, 2011): 628–39. http://dx.doi.org/10.1093/geronb/gbr077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Frieson, Brittany L. "“It's like they don't see us at all”: A Critical Race Theory critique of dual language bilingual education for Black children." Annual Review of Applied Linguistics 42 (March 2022): 47–54. http://dx.doi.org/10.1017/s0267190522000022.

Full text
Abstract:
AbstractThis article highlights the institutional harm that many dual language bilingual education (DLBE) programs can impose upon Black American children. By uncovering the ways that bilingual education is often complicit in educational injustice for Black children, this article argues for a closer interrogation of unquestioned DLBE policies and practices through an analysis that gives centrality to race and intersectionality. In this piece, a composite counterstory is crafted using African American Language to powerfully facilitate a Critical Race Theory-informed critique of DLBE's institutional structures and practices that detail the experiences of many Black children in DLBE programs. A recommendation for intersectional approaches to DLBE that center, support, and advocate for intersectional consciousness across all Black identities is offered.
APA, Harvard, Vancouver, ISO, and other styles
23

Rivera, Seema. "Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color." Journal of Science Teacher Education 33, no. 2 (February 17, 2022): 192–205. http://dx.doi.org/10.1080/1046560x.2021.2009622.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Keenan, Harper Benjamin. "Visiting Chutchui: The making of a colonial counterstory on an elementary school field trip." Theory & Research in Social Education 47, no. 1 (December 4, 2018): 52–75. http://dx.doi.org/10.1080/00933104.2018.1542361.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Locke, Anna Flores. "A counterstory of resistance: The professional identity development of Latinx doctoral students in counseling programs." Journal of Multicultural Counseling and Development 50, no. 1 (December 6, 2021): 2–13. http://dx.doi.org/10.1002/jmcd.12229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Pérez Huber, Lindsay, Verónica N. Vélez, and Daniel Solórzano. "More than ‘papelitos:’ a QuantCrit counterstory to critique Latina/o degree value and occupational prestige." Race Ethnicity and Education 21, no. 2 (September 27, 2017): 208–30. http://dx.doi.org/10.1080/13613324.2017.1377416.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Kaminsky, James S. "Paul Goodman, 30 Years Later: Growing Up Absurd; Compulsory Mis-education, and The Community of Scholars; and The New Reformation—A Retrospective." Teachers College Record: The Voice of Scholarship in Education 108, no. 7 (July 2006): 1339–61. http://dx.doi.org/10.1177/016146810610800706.

Full text
Abstract:
This article is a retrospective account of the legacy of Paul Goodman's major educational works: Growing Up Absurd; Compulsory Mis-education, and The Community of Scholars; and The New Reformation. It is argued here that what remains of interest in Goodman's work is to be found in the tropes and the anarchic Zeitgeist of his work. The legacy of Goodman's educational writing is its art and the nostalgic romantic humanism that holds together its various educational tropes. Goodman's contribution to educational thought was the awakening that he brought to some elements of America's mythology—that is, freedom, liberty, individuality, and human rights. Although many of the recommendations for education in his books seem more than somewhat out of touch with today's educational issues, Goodman's texts still assert a romantic anarchic humanism coloring an educational counterstory that is a refreshing alternative to the politically correct educational agendas of conservatives and liberals alike.
APA, Harvard, Vancouver, ISO, and other styles
28

Kodi, Iglal, and Nisha Thapliyal. "'I Love Being the Teacher with an Accent': A Counterstory from a Former Refugee from Sudan." Widening Participation and Lifelong Learning 21, no. 2 (May 1, 2019): 24–43. http://dx.doi.org/10.5456/wpll.21.2.24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Adams, Raymond D., and Cynthia A. Tyson. "“There is a Balm in Gilead”: Black Social Workers’ Spiritual Counterstory on the COVID-19 Crisis." Social Work in Public Health 35, no. 7 (September 1, 2020): 523–32. http://dx.doi.org/10.1080/19371918.2020.1806169.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Woodson, Ashley N. "“There Ain’t No White People Here”." Urban Education 52, no. 3 (August 3, 2016): 316–42. http://dx.doi.org/10.1177/0042085915602543.

Full text
Abstract:
In this article, the author uses the critical race theoretical construct of master narrative to explore historical and ideological assumptions about the Civil Rights Movement held by two Black youth in an urban community. Master narrative is defined as the dominant social mythologies that mute, erase, and neutralize features of racial struggle. Through a synthesis of literature by critical race theorists and critical social historians, the author outlines four themes present in master narratives about the Movement, and illustrates how each theme functions to reinforce ideologies of White supremacy. Through counterstory, the author examines ways in which these themes seem to constrain participants’ understandings of race, racism, and racial struggle. The author concludes posing questions to encourage urban social studies educators to think deeply about their historical content knowledge, curriculum, and classroom practices, and restating the need for continued exploration into the implications of master narrative in Black, urban students’ understandings of history and their contemporary conditions.
APA, Harvard, Vancouver, ISO, and other styles
31

Schlote, Christiane. "Indian Servitude(s) in Imperial London: Tanika Gupta’s The Empress." Journal of Contemporary Drama in English 10, no. 2 (November 1, 2022): 302–26. http://dx.doi.org/10.1515/jcde-2022-0023.

Full text
Abstract:
Abstract Dramatic acts of retrieving marginalised stories and of rewriting imperial history from a transnational perspective have been essential for efforts at decolonising knowledge. In The Empress (2013), Tanika Gupta explores the neglected history of Indian communities and the nexus of imperial labour and mobility in late-Victorian London through interlacing the fictional story of the Bengali ayah Rani and the Indian lascar Hari; the true story of the relationship between Queen Victoria and her Indian munshi Hafiz Mohammed Abdul Karim; and the stories of Westminster’s first Indian MP, Dadabhai Naoroji, and Mohandas Karamchand Gandhi. By foregrounding the urban experiences of diverging Indian servant characters in the sense of a critical cosmopolitanism and by privileging a heterogeneous “history from below,” this article explores how The Empress presents a counterstory to notions of a Dickensian London “full of bonnets and white people” (Royal Shakespeare Company, “Emma Rice”) and a critical intervention in discourses relating to the ethical challenges inherent in the commemoration and teaching of the British Empire.
APA, Harvard, Vancouver, ISO, and other styles
32

Hicks Tafari, Dawn N. "“Whose World is This?”: A Composite Counterstory of Black Male Elementary School Teachers as Hip-Hop Otherfathers." Urban Review 50, no. 5 (July 25, 2018): 795–817. http://dx.doi.org/10.1007/s11256-018-0471-z.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Seriki, Vanessa D. Dodo, Cory T. Brown, and Kenneth J. Fasching-Varner. "The Permanence of Racism in Teacher Education." Teachers College Record: The Voice of Scholarship in Education 117, no. 14 (November 2015): 75–102. http://dx.doi.org/10.1177/016146811511701406.

Full text
Abstract:
Using the chronicles of three friends, this chapter presents a counterstory that sets the stage for the examination of racism in teacher education, within the United States of America, using critical race theory (CRT) as an analytical tool. The setting of these chronicles is during a time when postracial rhetoric in the United States was at its highest—just after the 2008 election of President Barack Obama. The three friends take the readers on a journey through their graduate experience in teacher education and into their first faculty position in teacher education. Their experiences, as students and junior faculty, are akin to what many faculty and students of color and their White allies experience daily in teacher education programs across the United States. The analysis of their chronicle, using CRT, reveals that postracial discourse has disguised racism and racial microaggression in teacher education. Racial microaggres-sion is as pernicious as other forms of racism and, through its passive-aggressive orientation, validates institutional and individual lack of attention to issues of race.
APA, Harvard, Vancouver, ISO, and other styles
34

Martinez, Aja. "Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise Awareness About Arizona's Ban on Ethnic Studies." Across the Disciplines 10, no. 3 (2013): 1–17. http://dx.doi.org/10.37514/atd-j.2013.10.3.08.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Gonzalez, Martín Alberto. "HorCHATa: A Counterstory about a Mexican-based Student Organization as a Counter-space at a Predominantly White University." Association of Mexican American Educators Journal 16, no. 1 (March 11, 2022): 22–52. http://dx.doi.org/10.24974/amae.16.1.459.

Full text
Abstract:
This article utilizes critical race theory counterstorytelling to tell a story about ¡Poder Xicanx!, a Mexican-based student organization at a private, predominantly white university in the Northeast of the United States. Drawing on in-depth interviews, participant observations, pláticas, and document analysis, I document the educational experiences of 20 Mexican/Mexican American/Xicanx (MMAX) undergraduate students who participated in ¡Poder Xicanx!. Specifically, I argue that ¡Poder Xicanx! functions as a counter-space, which is a site or space where MMAX students can challenge stereotypes, deal with racism, and empower one another. Moreover, I also highlight the fact that ¡Poder Xicanx! allows for members to create a home away from home, sustain and practice their cultural ties, and collectively build critical consciousness.
APA, Harvard, Vancouver, ISO, and other styles
36

Blanton, Andrea, G. Sue Kasun, James A. Gambrell, and Zurisaray Espinosa. "A Black mother’s counterstory to the Brown–White binary in dual language education: toward disrupting dual language as White property." Language Policy 20, no. 3 (March 25, 2021): 463–87. http://dx.doi.org/10.1007/s10993-021-09582-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Cook, Daniella Ann, and Adrienne D. Dixson. "Writing critical race theory and method: a composite counterstory on the experiences of black teachers in New Orleans post-Katrina." International Journal of Qualitative Studies in Education 26, no. 10 (November 2013): 1238–58. http://dx.doi.org/10.1080/09518398.2012.731531.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Blanton, Andrea, G. Sue Kasun, James A. Gambrell, and Zurisaray Espinosa. "Correction to: A Black mother’s counterstory to the Brown–White binary in dual language education: toward disrupting dual language as White property." Language Policy 20, no. 3 (May 6, 2021): 489. http://dx.doi.org/10.1007/s10993-021-09587-z.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Han, Keonghee Tao. "Moving racial discussion forward: A counterstory of racialized dynamics between an Asian-woman faculty and white preservice teachers in traditional rural America." Journal of Diversity in Higher Education 7, no. 2 (June 2014): 126–46. http://dx.doi.org/10.1037/a0036055.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Reyes, Jose E. "Quality Control Inspection Program Counterstone of a High-Performance Project Organization." Organization, Technology and Management in Construction: an International Journal 4, no. 1 (June 2012): 376–80. http://dx.doi.org/10.5592/otmcj.2012.1.2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
42

Lindemann, Hilde. "Counter the Counterstory." Journal of Ethics and Social Philosophy 17, no. 3 (December 13, 2019). http://dx.doi.org/10.26556/jesp.v17i3.1172.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Dixon, Talia, and Laurence Parker. "The Lion Refugee in Europe: A Critical Race/Anti-Blackness Counterstory." Cultural Studies ↔ Critical Methodologies, October 18, 2022, 153270862211310. http://dx.doi.org/10.1177/15327086221131016.

Full text
Abstract:
“The Lion Refugee in Europe” is a critical race/anti-Blackness fictional counterstory that offers a perspective on the European refugee/immigrant situation. The story follows Asad, a young Somali refugee who ventures to Italy in hopes of gaining political asylum. By centering Asad as the main character, this fictional counterstory is meant to expose the realities experienced by refugees on their passages, specifically those leaving Africa. The lead author conducted the research for the counterstory during the summer of 2019. Much of the story reflects real events involving the state of refugee affairs related to the anti-immigration policy implemented under Italy’s previous right-wing government. Asad’s story is meant to reflect the experiences of refugees and the anti-immigrant sentiment that is prevalent throughout Europe. An immigration/refugee fictional critical race theory (CRT) counterstory told from this point of view is meant to confront a European nationalist stance on immigration and promote a more critical race/anti-Blackness/Afrophobia awareness and response toward the experiences of Black immigrant/refugee populations in Europe.
APA, Harvard, Vancouver, ISO, and other styles
44

Hairston, Kimetta. "A Composite Counterstorytelling: Memoirs of African American Military Students in Hawaii Public Schools." Qualitative Report, November 19, 2014. http://dx.doi.org/10.46743/2160-3715/2010.1181.

Full text
Abstract:
There are social, educational and behavioral problems for African American students in Hawaii public schools. Utilizing Critical Race Theory as a lens for analysis, the perceptions and experiences of these students regarding race, ethnic identity, military lineage, and self-definition are addressed. A composite counterstory of the researcher's and 115 African American students' experiences and reflections is portrayed through two siblings' memoirs. The impact of the counterstory challenges readers to see similar themes, perceptions, and experiences of being Black, military- affiliated, and a student in Hawaii in a story format as all events are integrated into two experiences, one male and one female.
APA, Harvard, Vancouver, ISO, and other styles
45

Kelly, Laura B. "Welcoming Counterstory in the Primary Literacy Classroom." Journal of Critical Thought and Praxis 6, no. 1 (2017). http://dx.doi.org/10.31274/jctp-180810-68.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Kutcher, Cheryl. "Counterstory: the Rhetoric and writing of critical race theory." Ethnic and Racial Studies, August 20, 2020, 1–3. http://dx.doi.org/10.1080/01419870.2020.1797138.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Alemán, Sonya M. "A Critical Race Counterstory: Chicana/o Subjectivities vs. Journalism Objectivity." Taboo: The Journal of Culture and Education 16, no. 1 (September 22, 2017). http://dx.doi.org/10.31390/taboo.16.1.08.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Goldin, Simona, Debi Khasnabis, Carla O’Connor, and Kendra Hearn. "Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences." Urban Education, December 21, 2019, 004208591989404. http://dx.doi.org/10.1177/0042085919894042.

Full text
Abstract:
Our research is guided by the aim to use counterstories pedagogically in teacher education. We report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Our work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. We examine how counterstories can be constructed to ensure that they are robust, respectful, and pedagogically useful for teacher education.
APA, Harvard, Vancouver, ISO, and other styles
49

Rivera-McCutchen, Rosa L. "“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership." Educational Administration Quarterly, May 29, 2020, 0013161X2092589. http://dx.doi.org/10.1177/0013161x20925892.

Full text
Abstract:
Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.
APA, Harvard, Vancouver, ISO, and other styles
50

Cavieres-Fernández, Eduardo, and Victor Figueroa-Farfan. "Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile." Urban Education, July 4, 2019, 004208591986056. http://dx.doi.org/10.1177/0042085919860565.

Full text
Abstract:
The present study uses a story constellation to explore the experiences of a group of students participating in their high school in an urban city in Central Chile. Because these experiences were motivated by the students’ participation in the student movement outside of their high school, they were not considered in any school or policy guidelines. Consequently, we argue for the value of this constellation as a counterstory that invites to acknowledge how students participate beyond institutional and citizenship policy guidelines and to recognize the contribution of their experiences in the pursuit of democratic thick forms of education and citizenship.
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography