Counter-Storying Lives and Literacies: Narratives of Transformational Resistance

Bacon, Heidi R.; Byfield, Lavern; Kaya, Jean; Humaidan, Abdulsamad

doi:10.1080/15348431.2019.1685527

Cited by 4 publications

(4 citation statements)

References 40 publications

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“…Critical literacy scholarship (Bucholtz, Casillas, & Lee, 2016; Enciso, 2011; Johnson & Vasudevan, 2012) also highlights the importance of connecting youth narratives to social justice. Scholars have demonstrated that youth can use storytelling and counter‐storying (e.g., Bacon, Byfield, Kaya, & Humaidan, 2019; Bell, 2010; Senehi et al, 2009; Solórzano & Yosso, 2001) to denounce social inequities and advocate for the equal distribution of resources, opportunities, and privileges. Although we cannot thoroughly review this body of literature (due to space limitations), we discuss below a few examples of studies that inform our work.…”

Section: Storytelling and Advocacy Researchmentioning

confidence: 99%

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

2020

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Although TESOL educators often incorporate autobiographical narrative as pedagogy to develop language and literacy among language learners, research has paid little attention to how immigrant youths’ personal stories relate to advocacy and social justice. This article addresses this gap by investigating and theorizing how student advocacy developed in an autobiographical narrative project, the Immigrant Student Stories Project (ISSP). Using a positioning theoretical lens and an ethnographic approach, the authors focus on students’ participation and voices in their narratives and draw upon interviews and observational fieldnotes across ISSP contexts within and beyond one high school. The authors’ investigation of the ISSP examined what students do with their narratives and how they are positioned both in and outside of a classroom context, which the authors argue have consequences for language learning and social justice. The study found that learners are positioned as legitimate speakers, community members, and advocates when they are afforded opportunities to share their stories publicly, connect their stories with a larger community, and apply their stories as tools for advocacy. This study contributes to TESOL scholarship by exploring student advocacy through the lens of positioning theory and revealing how advocacy, language, and literacy can develop synergistically through storytelling.

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Section: Storytelling and Advocacy Researchmentioning

confidence: 99%

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

2020

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“…; Fernández, 2016). They reasoned that because of this absence, we need to know more about Latinxs’ lived experiences with racism and education (Bacon et al, 2019; Malagón, 2010). The lack of Latinx voices connected to another problem that researchers noted: educational research has historically focused on deficits that keep Latinxs from succeeding (Ayala & Contreras, 2019; Farrington, 2018).…”

Section: Findings: Latcrit In Educationmentioning

confidence: 99%

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Chávez-Moreno

2023

Review of Educational Research

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This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature’s strengths, challenges, and tensions. Some strengths include detailing Latinxs’ experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit’s scope by rationalizing the study’s use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education.

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“…Among some of the young organizers we observed, the de/re-centering of a range of emotions happened when they were provided with opportunities to reflect and share publicly their lived experiences, or powerful stories about the changes they wanted to see actualized in their communities (Bacon et al, 2019; Goessling, 2018). Such experiences served as training ground for the work they would come to do when speaking before power-holders.…”

Section: Youth Organizing Sociopolitical Emotional Awarenessmentioning

confidence: 99%

“…When associated with historic and contemporary experiences of oppression and racial injustice, emotional reactions are inevitable and can be a motivating force for action (Ahmed, 2004;Brown & Pickerill, 2009). Young people involved in youth community organizing (YCO) must find ways to work with these feelings and emotions, especially those that are unpleasant, distressing and potentially a threat to their wellbeing.…”

Section: Introductionmentioning

confidence: 99%

Sociopolitical Development as Emotional Work: How Young Organizers Engage Emotions to Support Community Organizing for Transformative Racial Justice

Fernández

Watts

2022

Journal of Adolescent Research

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A theoretical and empirical reflection on the possibilities of broadening sociopolitical development (SPD) to consider how emotional work contributes to the development of a sociopolitical emotional awareness among young organizers resisting racial injustices is discussed. Sociopolitical emotional awareness brings together the intellectual and the emotional through sociopolitical engagement practices of discerning emotions through critical reflection, de/re-centering emotions and anchoring affirming emotions. We observed these practices among young organizers in youth community organizing (YCO) settings where SPD was a priority yet emotional work surfaced as an important component. We offer a conceptual framework for emotional work that extends SPD and is informed by analyses of our interview and fieldnote data of three YCO sites that supported youth in their organizing. Through this work we aim to expand current SPD theorizing, while challenging existing youth development frameworks that overlook the role of emotions in relation to collection action aimed at actualizing transformative racial justice. We conclude with implications and future directions on the significance of emotional work within YCO settings in particular. Moreover, we see emotions as essential to a young organizer’s SPD, inclusive of their efforts toward actualizing equitable, healthy and thriving anti-racist school and community environments.

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Counter-Storying Lives and Literacies: Narratives of Transformational Resistance

Cited by 4 publications

References 40 publications

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

Sociopolitical Development as Emotional Work: How Young Organizers Engage Emotions to Support Community Organizing for Transformative Racial Justice

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