scholarly journals ‘When They See Us’

Author(s):  
Andros Pineda Machuca

Bajo el nombre “counter narratives” algunos textos adheridos a la llamada Critical Race Theory han impulsado el valor académico y social de las historias –personales, ajenas o recreadas– para contrarrestar narrativas hegemónicas. También son imbuidas con la capacidad de crear comunidad; proveer distintos escenarios que disipen las nociones estereotípicas más arraigadas sobre los grupos no hegemónicos. Fungen, también, como oportunidades para plantearse nuevas realidades y posibilidades distintas. En este artículo se explica, a través de conceptos de Critical Race Theory en conjunto con la Teoría de Representaciones Sociales, la importancia que tienen las historias –ficticias o basadas en hechos reales– contra hegemónicas. Se toma, en particular, el caso de la serie televisiva When They See Us, de la directora afroamericana Ava DuVernay, la cual recrea el caso real de cinco jóvenes falsamente acusados del ataque y violación a una joven blanca. En un entorno en el que las pantallas han resultado ser un importante vehículo para la lucha en contra del racismo sistémico en Estados Unidos, la serie se ha posicionado como uno de los productos más comentados en los días recientes.

2020 ◽  
Vol 44 (1) ◽  
pp. 269-300 ◽  
Author(s):  
Richard Miller ◽  
Katrina Liu ◽  
Arnetha F. Ball

Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.


2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.


Author(s):  
Britney Johnson ◽  
Ben Rydal Shapiro ◽  
Betsy DiSalvo ◽  
Annabel Rothschild ◽  
Carl DiSalvo

Author(s):  
Ihudiya Finda Ogbonnaya-Ogburu ◽  
Angela D.R. Smith ◽  
Alexandra To ◽  
Kentaro Toyama

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