Stock Stories Versus Counterstories: A Contemporary Retelling and Centering of Disenfranchised Narratives
This study examines the literacy narratives of disfranchised educators. It unveils the toll the “literacy myth” has taken on their educational pursuits in American institutions. Through these published narratives, the study explores the ways in which the Eurocentric ideology dominates academic institutions, noting the marginalizing effects this dominant ideology has had on minoritized students, teachers, and administrators. Understanding that the narrators have remained at the margins in their own stories, this study seeks to address this shortfall by exploring the author’s own literacy teaching narrative. It uses critical race theory (CRT) and CRT counterstory as an innovative methodology to retell the old stories, tell the author’s story to update the old stories, enhance the literacy narrative genre, and advance writing studies. Keywords: literacy counterstory, pedagogical counterstory, critical race theory, critical race praxis, educational disfranchisement, writing studies.
Adult and Continuing Education, Bilingual, Multilingual, and Multicultural Education, Curriculum and Instruction, Curriculum and Social Inquiry, Education, Educational Administration and Supervision, Language and Literacy Education, Teacher Education and Professional Development, literacy counterstory, pedagogical counterstory, critical race theory, critical race praxis, educational disfranchisement, writing studies
City University of New York - Graduate Center
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