Counternarrative as Strategy: Embedding Critical Race Theory to Develop an Antiracist School Identity

Autor/in	Blaisdell, Benjamin
Titel	Counternarrative as Strategy: Embedding Critical Race Theory to Develop an Antiracist School Identity
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 8, S.1558-1578 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blaisdell, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1942299
Schlagwörter	Critical Race Theory; Elementary Schools; Public Schools; Social Justice; Elementary Secondary Education; Minority Group Teachers; Racism; Power Structure; Activism; School Culture + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Soziale Gerechtigkeit; Rassismus; Aktivismus; Politischer Protest; Schulkultur; Schulleben
Abstract	This article examines the purposeful use of counternarrative to develop an antiracist school identity. Based on a seven-year ethnographic project at an elementary school in the southeast U.S., it illustrates how counternarrative can be employed as strategy to embed Critical Race Theory (CRT) into school equity discourse and, in doing so, help public schools disrupt majoritarian narratives that deny the salience of race. It argues that by developing counternarratives rooted in the perspectives and knowledge of teachers of color, and then using those counternarratives specifically for the purposes of strategizing, schools and researchers can help CRT achieve its activist function in K-12 school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01