Using counter-narratives to expand from the margins

2021 ◽  
pp. 1-18
Author(s):  
Tommy Ender
Keyword(s):  
Counter Narratives

Constructing Pathways to Responsible Manhood

2020 ◽  
Vol 13 (1) ◽  
pp. 64-91
Author(s):  
Mellie Torres ◽  
Alejandro E. Carrión ◽  
Roberto Martínez
Keyword(s):  
Mixed Methods ◽  
Latino Men ◽  
Mixed Methods Approach ◽  
Counter Narratives ◽  
Latino Boys ◽  
The Media ◽  
Stark Contrast

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.

That Wasn’t My Reality: Counter-Narratives of Educational Success as East St. Louis’ Educators “Reimagine” Savage Inequalities

2021 ◽  
pp. 004208592098728
Author(s):  
Ishwanzya D. Rivers ◽  
Lori D. Patton ◽  
Raquel L. Farmer-Hinton ◽  
Joi D. Lewis
Keyword(s):  
Urban Communities ◽  
Teaching And Learning ◽  
Educational Success ◽  
Urban Schooling ◽  
Counter Narratives

East St. Louis educators provide critical counter-narratives to Jonathan Kozol’s depiction of teaching and learning in East St. Louis, Illinois in Savage Inequalities. Teachers, educators, and administrators provide a complex view of urban schooling beyond deficiency, inadequacy, and despair. Findings highlight educators’ voices as they privilege “unnamed” forms of capital (such as aspirational, navigational, social, familial, and resistant) identified by Yosso (2005) that influence their practices. Ultimately, this study provides a comprehensive and unfettered account of the meaning of teaching and learning in urban communities.

Staging the Great Victory

2021 ◽  
Vol 65 (1) ◽  
pp. 95-123
Author(s):  
Catherine Schuler
Keyword(s):  
Soviet Union ◽  
Crucial Role ◽  
History And Memory ◽  
Counter Narratives ◽  
The Soviet Union ◽  
Great Patriotic War ◽  
Soviet Russia ◽  
Great Victory

A war of history and memory over the Great Patriotic War (WWII) between the Soviet Union and Germany has been raging in Vladimir Putin’s Russia for almost two decades. Putin’s Kremlin deploys all of the mythmaking machinery at its disposal to correct narratives that demonize the Soviet Union and reflect badly on post-Soviet Russia. Victory Day, celebrated annually on 9 May with parades, concerts, films, theatre, art, and music, plays a crucial role in disseminating the Kremlin’s counter narratives.

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

Fantastic reversals of time: Representations of ageing in the fantastic mode

2017 ◽  
Vol 3 (2) ◽  
pp. 336-359 ◽  
Author(s):  
Heike Hartung
Keyword(s):  
Old Age ◽  
Age Stereotypes ◽  
Counter Narratives ◽  
The Fantastic ◽  
Level I ◽  
Cultural Functions

AbstractThe focus of the essay is the question how the genre of fantasy affects age narratives in terms of the representation of old age. Analyzing George McDonald’s “Little Daylight” (1864), Mary Elizabeth Braddon’s “Good Lady Ducayne” (1896) and F. Scott Fitzgerald’s “The curious case of Benjamin Button” (1921), I will argue that the mode of the fantastic serves to open up alternative visions of time and ageing. These age fantasies serve different cultural functions, both by reinforcing contemporary age stereotypes and by envisioning possible counter-narratives of old age. On a discursive level, I will compare the problems with representing old age, its contradictions and ambiguities, to the internal oppositions of the fantastic genre.

Disease and Disability Metaphors in Gospel Worlds

2019 ◽  
Vol 73 (4) ◽  
pp. 377-385
Author(s):  
Louise J. Lawrence
Keyword(s):  
Social Death ◽  
Counter Narratives

The use of leprosy and blindness metaphors in the Gospels tends to stigmatize individuals as other. Untouchability was associated with social death and sight with the navigation of both material and moral terrain. Though the majority of disease and disability metaphors in the Gospels fall within this category, there are some exceptions that subvert the normative (abled) perspective. These exceptions provide promising spaces for disability advocates to challenge ableist links between disease, disability, and malevolence, and to imagine counter-narratives in which disease and disability represent more positive themes and identities.

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