Counternarratives as DisCrit Praxis
Disrupting Classroom Master Narratives Through Imagined Composite Stories
Bibliographic Data
| ID | 21460077 |
|---|---|
| Authors | Mallory A Locke (CUNY Hunter College, New York, NY, USA, corresponding author), Valerie Guzman (K-12 Educator), Armineh Hallaran (Hunter College), Armineh E Hallaran (CUNY Hunter College, New York, NY, USA), Migdalia Arciniegas, Tanya E Friedman (0000-0002-0562-4504, CUNY Hunter College, New York, NY, USA), Adela Brito (K-12 Educator) |
| Year | 2022 |
| Volume | 124 |
| Issue | 7 |
| Pages | 150-173 |
| Publication date | 2022-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/01614681221111433 |
| OpenAlex | W4284965763 |
| Language | EN |
| Citations received | 4 |
| References cited | 55 |
Background/Context: In disability critical race theory (DisCrit) Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom—curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students. Objective: This article builds on lived practice and imagines liberatory praxis through the use of counternarratives as a methodological process. Presented in the form of three composite stories—a method of Critical Race Theory—practitioner-scholars and teacher-activists explore the potential of DisCrit Classroom Ecology constructs within literacy spaces across grade levels. Rather than asking how DisCrit informs classroom practice, these collaboratively developed composite stories explore how the praxis of teachers aligned with DisCrit can illuminate, operationalize, and expand theory. Participants: The three composite stories were codeveloped by six authors: three white practitioner-scholars and three activist teachers of color. Collectively, the pairs identified master narratives experienced in the teacher-activists’ actual classrooms, which each serve multiply-marginalized students. Research Design: This article applies counternarratives as both research methodology and a professional learning tool. Specifically, the coauthors developed three composite stories, based on participants’ lived experiences and relevant theory, to operationalize the constructs of DisCrit Classroom Ecology and interrogate master narratives surfacing in their classrooms. The six coauthors used the collaborative generation of composite stories to explore counternarratives as a tool for critically conscious praxis. Conclusions and Policy Recommendations: DisCrit affirmed actions rooted in solidarity and resistance that the teacher-activists hadn’t yet named as such and empowered them to apply the lens to more aspects of their practice. Teacher education and professional learning should include exploration of DisCrit and encourage the operationalization of DisCrit Classroom Ecology. Additionally, schools must resist the narrowing of curriculum and pedagogical rigidity that undermine solidarity with students served and reproduces deficit-oriented master narratives. Finally, education scholars need to reposition their research to not just include, but also actively learn from teachers, especially teachers of color whose lived experiences more often mirror the lived experiences of students with multiply-marginalized identities
Ableism · Critical literacy · Critical race theory · Epistemology · Literacy · Narrative · Operationalization · Pedagogy · Political science · Praxis · Racism · Scholarship · Sociology · Critical Race Theory in Education · Education Discipline and Inequality · Educator Training and Historical Pedagogy · Gender Studies
Humanizing Research
An essay on the meaning of the comic.
Justifying and Explaining Disproportionality, 1968–2008
Disability Critical Race Theory
Null
Critical Counter-Narrative as Transformative Methodology for Educational Equity
Meritocracy 2.0
Toward a Critical Race Theory of Education
Where Do We Go from Here? Toward a Critical Race English Education
Developing teachers as agents of inclusion and social justice
DisCrit at the margins of teacher education
Rubberbanding in a liminal space
Counter-narrative as method
Critical race reflections
Challenging the ideology of normal in schools
Your Best Friend or Your Worst Enemy
Urban teacher longevity
DisCrit Classroom Ecology
Working in boundary practices
DisCrit solidarity as curriculum studies and transformative praxis
Close reading
The importance of understanding children’s lived experience
Behind School Doors
Black Girls and School Discipline
Culturally Sustaining Pedagogy
Toward Projects in Humanization
Funds of knowledge for teaching
From the Achievement Gap to the Education Debt
Brief History of Neoliberalism
White Teachers in Urban Classrooms
Dis/ability critical race studies (DisCrit)
Adequate social science, curriculum investigations, and theory
Preparing Culturally Responsive Teachers
Critical Race Methodology
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |