Critical Counter-Narrative as Transformative Methodology for Educational Equity

Autor/inn/en	Miller, Richard; Liu, Katrina; Ball, Arnetha F.
Titel	Critical Counter-Narrative as Transformative Methodology for Educational Equity
Quelle	In: Review of Research in Education, 44 (2020) 1, S.269-300 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Katrina) ORCID (Ball, Arnetha F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X20908501
Schlagwörter	Critical Theory; Personal Narratives; Equal Education; Inquiry; Race; Research Methodology; Minority Group Students; Elementary Secondary Education; Teacher Education; Story Telling; Teaching Methods; Educational Change; Educational Objectives + Suchen Sie Ihr Suchwort? Kritische Theorie; Erlebniserzählung; Rasse; Abstammung; Research method; Forschungsmethode; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01