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/s11256-016-0355-z

Cited by 24 publications

(19 citation statements)

References 35 publications

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“…On the other hand, there are a small number of teacher educators eschewing the use of prepared counter-narratives. Salinas et al (2016) guided Latina prospective teachers in a bilingual social studies methods course to produce a collection of counter-narratives to address the omission and distortion of history that “reveal a rich legacy of agency and activism that is pronounced by the voices of Tejanas/Chicanas like Marta Cotera and Gloria Anzaldua” (p. 280). Battey and Franke (2015) also helped in-service math teachers develop counter-narratives to be used in classroom teaching to challenge deficit narratives of students of color.…”

Section: Counter-narrative In Education Researchmentioning

confidence: 99%

“…For example, Rodríguez and Greer (2017) envisioned “a series of ways that our counter-narratives can be used to engage students and communities, spur dialogue and action, and shape policy and practice at all levels” (p. 118). Salinas et al (2016) also argued that in framing the historical counter-narratives written by the future Latina teachers within the typology of resistance (Solórzano & Bernal, 2001), “a political, collective, conscious” (Solórzano & Bernal, 2001, p. 320) effort for inclusivity and clarity was made explicit.…”

Section: Evidence For Transformation Of Education Practicesmentioning

confidence: 99%

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Critical Counter-Narrative as Transformative Methodology for Educational Equity

Miller¹,

Liu

Ball

2020

Review of Research in Education

108

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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.

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Section: Counter-narrative In Education Researchmentioning

confidence: 99%

Section: Evidence For Transformation Of Education Practicesmentioning

confidence: 99%

Critical Counter-Narrative as Transformative Methodology for Educational Equity

Miller¹,

Liu

Ball

2020

Review of Research in Education

108

View full text Add to dashboard Cite

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“…DeMatthews (2016) asserted that social justice leadership is "inherently linked to CRT[Critical Race Theory] because of its focus on addressing the persistent and deeply entrenched inequities in U.S. public schools" (p. 8). As critical theory and critical race theory continue to evolve and emerge, scholars analyze the lived experiences of people within distinct racial communities, such as Latinx communities (LatCrit) (Salinas, Fránquiz, & Rodríguez, 2016;Solorzano & Yosso, 2001), and at the intersections of two or more identities, such as dis-/ability and race in disability critical race studies (DisCrit) (Annamma, Connor, & Ferri, 2012).…”

Section: Social Justice Leadershipmentioning

confidence: 99%

Critical Development of Courage Within Social Justice School Leaders: Silence, Tempered Radicals, and Revolutionaries

Lowery

2020

Handbook on Promoting Social Justice in Education

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The purpose of this chapter is to examine three general approaches leaders might take when confronted with inequities, silence, tempered radicalism, and revolutionary, and explain why the development of courage is necessary among the latter two. After explaining how silence as an approach is antithetical to social justice goals, an explanation of how and why courage is fundamentally important to both approaches even though change is enacted differently is provided. Furthermore, it is contended that it is more likely that social justice school leaders will integrate elements of both tempered radicalism and revolutionary actions. Therefore, it is important for social justice leadership preparation faculty to

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“…In fact, bilingualism and bilingual literacies are understood as a normative practice within the history of Latinx lives in El Barrio/East Harlem. Salinas et al (2016) detailed the essentialist ways that the Civil Rights Movement is often portrayed in social studies classroom and how diverse Latinx civil rights movements are overlooked in school settings. Through her book club, Alejandra accessed a nuanced account of Puerto Rican civil rights history-one that is deeply rooted in the social and political context of East Harlem and experienced by Puerto Ricans.…”

Section: "What We Don't Get In School": Lca As a Space For Belonging mentioning

confidence: 99%

“Got Libros?”: Exploring Patrons’ Experiences with Latinx History and Literature at La Casa Azul Bookstore

Ríos

2020

Anthropology & Edu Quarterly

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This article explores how a local community came to value a Latinx bookstore as a supplementary knowledge space for Latinx history, literature, and culture. Findings detail how the bookstore served as a catalyst for a heterogeneous group of Latinx families and educators to (1) access empowering reflections of Latinx histories that were not found in traditional K–12 school curricula and (2) build alternative libraries in homes and classrooms that centered Latinx communities’ sociopolitical worlds.

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

Cited by 24 publications

References 35 publications

Critical Counter-Narrative as Transformative Methodology for Educational Equity

Critical Counter-Narrative as Transformative Methodology for Educational Equity

Critical Development of Courage Within Social Justice School Leaders: Silence, Tempered Radicals, and Revolutionaries

“Got Libros?”: Exploring Patrons’ Experiences with Latinx History and Literature at La Casa Azul Bookstore

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