Roxanne Rimstead and Domenico A. Beneventi, ed. Contested Spaces, Counter-Narratives, and Culture from Below in Quebec and Canada. Toronto: U of Toronto P, 2019, 348 pp., $71.25 (hardback), $71.25 (ebook).

2021 ◽  
Vol 9 (2) ◽  
pp. 354-358
Author(s):  
Jane Koustas
2017 ◽  
Vol 16 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Tahrir Hamdi

Postcolonialism, profoundly influenced by the Palestinian scholar Edward Said, has until recently been oddly silent on Palestine, a topic that not only preoccupied Said's thinking and writing, but also inspired his theoretical ideas on imperialism, anti-colonial struggle and the worldliness and affiliations of the text and the critic. This theoretical silence on Palestine was, in fact, preceded by a historical, political, geographical, social and cultural contestation of all forms of Palestinian spaces that include not only dispossessing Palestinians of their land, but also building apartheid walls, destroying hundreds of thousands of olive trees, appropriating/stealing traditional Palestinian dishes and clothes, silencing Palestinian narratives and the Muslim call to prayer. This paper will argue that these contested spaces necessarily become sites of Palestinian cultural production, struggle and sumud.


2020 ◽  
Vol 13 (1) ◽  
pp. 64-91
Author(s):  
Mellie Torres ◽  
Alejandro E. Carrión ◽  
Roberto Martínez

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.


Author(s):  
Alison LaGarry ◽  
Timothy Conder

This chapter, “How ‘Identity Play’ Protects White Privilege: A Meta-Ethnographic Methodological Test,” presents the findings of a 2013 meta-ethnographic analysis on White identity in preservice teachers (PSTs), as well as a methodological test of those findings in light of recent publications on Second-Wave White Teacher Identity Studies (SWWTIS). In the 2013 meta-ethnography, the authors first found a reciprocal argument in which the authors described similar tools or strategies by which White PSTs defended their own privilege. Through further reflexive interpretation, the authors then found a line of argument that situated the multiple theories used in the studies as contested spaces in a larger figured world of whiteness. In testing findings from 2013 against recently published studies on SWWTIS, the authors found that the earlier study anticipated a shift in thinking and theorizing within the field.


2021 ◽  
pp. 004208592098728
Author(s):  
Ishwanzya D. Rivers ◽  
Lori D. Patton ◽  
Raquel L. Farmer-Hinton ◽  
Joi D. Lewis

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.


Sign in / Sign up

Export Citation Format

Share Document