Writing Latina/o Historical Narratives: Narratives at the Intersection of Critical Historical Inquiry and LatCrit

Salinas, Cinthia; Fránquiz, María E.; Rodríguez, Noreen Naseem

doi:10.1007/s11256-016-0361-1

Cited by 21 publications

(16 citation statements)

References 35 publications

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“…AsianCrit was the most commonly used CRT spinoff as a more recent body of literature produced over the last 5 years centered Asian American experiences with racism as produced in curriculum, picture books, and pedagogical practices (An, 2016, 2017a, 2017b; Rodríguez, 2018, 2019; Rodríguez & Kim, 2018). Scholars also drew from LatCrit (Noboa, 2013; Salinas et al, 2016; Rodríguez & Salinas, 2019; Vasquez, 2018), TribalCrit (Masta, 2015; Padgett, 2015), and BlackCrit (Griffin & James, 2018; L. King, 2019) as CRT framing mechanisms in their research.…”

Section: Resultsmentioning

confidence: 99%

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Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019

Busey

Duncan

Dowie‐Chin³

2022

Review of Educational Research

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Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT’s popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT’s terrain in social studies education research. Starting from Ladson-Billings’s watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how scholars have positioned CRT within social studies education research to foreground the relationship between citizenship and race. Overall, findings from our theoretical review illustrated that contrary to the proliferation of CRT in educational research, CRT was slow to catch on as a theoretical and analytic framework in social studies education, as only seven of the articles in our analysis were published between 2004 and 2010. However, CRT emerged as a viable framework for the examination of race, racism, and racialized citizenship between 2011 and 2019, with a majority of these studies emphasizing (a) the centrality of race as a core tenet of CRT, (b) idealist interrogations of race, (c) the perspectives of teachers of color and White teachers in learning how to teach about race, and (d) the role of race and racism in curricular analyses that serve as counternarrative to the master script of the nation’s linear social progress in social studies education.

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Section: Resultsmentioning

confidence: 99%

“…Seven articles largely drew from AsianCrit to center the Asian-American experience relative to citizenship (An, 2016, 2017a, 2017b; Choi, 2016; Rodríguez, 2018, 2019; Rodríguez & Kim, 2018), whereas three articles focused on representations of Latinx citizenship (E. Davis, 2019; Rodríguez & Salinas, 2019; Salinas et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019

Busey

Duncan

Dowie‐Chin³

2022

Review of Educational Research

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“…Love, 2019), and humanizing writing pedagogies (Johnson & Sullivan, 2020) as epistemological grounds for expanding Black storytelling within critical literacy research. Likewise, Salinas et al (2016) isolated writing Latina/o 3 historical narratives as a powerful animus for LatCrit and critical historical inquiry. In "'People Get Mistaken,'" Player (2021) draws on AsianCrit to celebrate the narrative portraiture of two Asian American (AsAm) girls.…”

Section: Composing Practice: Storyingmentioning

confidence: 99%

De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories

Coleman

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight a parallel set of storytelling practices—de-composing practices—and demonstrates their impact on historically marginalized community narratives and the pursuit of equity and justice in the field of education. Purpose/Objective/Research Question or Focus of Study: As critical calls for storying, counter-storytelling, and restorying increase within critical research in education, this article theorizes a parallel literacy practice, de-storying, as part of a set of de-composing practices. Defined as the habitual and often subconscious unimagining of community narratives in alignment with dominant narratives, de-storying shows how certain stories of marginalized communities come to be consistently unimagined. This article focuses particularly on queer community narratives and de-storying’s impact in the form of unimagined ancestors, elders, guardians, and peers. Research Design: A narrative inquiry project, this research study shares data from an inquiry community of nine queer educators. Gathering together 13 times over the course of an academic year, these educators engaged in a structured restorying process and through speculative storytelling reimagined and rewrote narrativized experiences of queerphobia. In particular, small stories demonstrated how de-storying affected these educators’ storytelling practices and, furthermore, revealed that three dominant community narratives (i.e., heteronormativity, queer fatalism, and homonormativity) compressed the potential small stories these educators told. Conclusions/Recommendations: Findings from this project illustrate how de-storying practices resulted in four unimagined community narratives across participants: missing queer ancestors, elders, guardians, and peers. De-storying occurred across various intersections of participants’ identities. Findings from this study advance critical approaches to storytelling by revealing de-storying as one of many potential de-composing practices. This article concludes by inviting the theorization of additional de-composing practices in order to center the most marginalized stories within education—namely, those that are actively unimagined.

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“…When integrated with social studies frameworks, Freire's theory and Kegan's orders align with progressively more complex and critical views within social studies and teacher education. Traditionally, social studies education has relied heavily upon Eurocentric and "whitewashed" narratives (Busey & Walker, 2017;Loewen, 2010;Sabzalian, 2019a;Salinas, et al, 2016;Shear, et al, 2015;Stanton, 2014;Vickery & Salinas, 2019), which have shaped a socially egocentric lens, even for peoples of color and/or from historically marginalized backgrounds. Since teachers in the U.S. are predominantly white and from middle-class backgrounds (NCES, 2020), achieving critical consciousness requires movement beyond Kegan's (1994) Order 3 (Socialized Mind).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

“I’d Say I Have a Bit of Work to Do”: Exploring Elementary Social Studies Pre-Service Teacher Criticality through PhotoVoice

Stanton

Hancock

2021

The Critical Social Educator

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Elementary pre-service teacher education offers important insights in terms of how teachers understand and develop criticality surrounding self-reflexivity, interaction with social studies content, and pedagogy. This study applied critical self-authorship frameworks, Freire's theory of conscientisation, and PhotoVoice methodology to explore pre-service teachers' self-awareness of their developing professional identities as situated within an elementary social studies methods course. Broadly, the study explored the question, "How does critical examination of our identities shape our understandings of elementary social studies education?" Results demonstrate an emerging awareness of the influence of personal history and experience, place, and multiple perspectives on learning and teaching social studies, but a need for more comprehensive and sustained attention to criticality throughout teacher preparation programs is needed to achieve selftransformation and antiracist/anticolonial pedagogy. These results offer theoretical and practical guidance for thinking about critical social studies elementary teaching and teacher education.

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Writing Latina/o Historical Narratives: Narratives at the Intersection of Critical Historical Inquiry and LatCrit

Cited by 21 publications

References 35 publications

Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019

Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004–2019

De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories

“I’d Say I Have a Bit of Work to Do”: Exploring Elementary Social Studies Pre-Service Teacher Criticality through PhotoVoice

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