![]() ![]() Yosso TJ (2006) Critical Race Counterstories Along the Chicana/Chicano Educational Pipeline. ![]() Inlet disrupts popular culture’s portrayals of two-year colleges and creates a counter-story that situates two-year colleges as 1) vital to America’s system of higher education, as 2) institutions that disrupt the systemic marginalization of certain populations in society, and as 3) of the upmost importance to their communities and people they serve. Solórzano DG and Yosso TJ (2002) Critical race methodology: counter-storytelling as an analytical framework for education research. Inlet is a new kind of novel in which stakeholders at all levels can engage with two-year colleges’ community cultural wealth. Prior studies issued a call for educators and creatives, alike, to challenge popular culture’s representations of two-year colleges however, no study until this one has answered that call. Deficit and farcical narratives about two-year colleges negatively influence stakeholders’ attitudes, behaviors, and beliefs. Each of these story types is described briefly below. ![]() Previous studies on the effect of popular culture’s portrayals of two-year colleges confirmed students, faculty, staff, and various other stakeholders held harmful stereotypes and biases against two-year colleges. These are: stock stories, concealed stories, resistance stories, and counter stories. Critical race methodology: Counter-storytelling as an analytical framework for education research. International Journal of Qualitative Studies in Education, 14, 471495. In these contexts, counterstorytelling serves a powerful tool of resistance and a source of radical hope. Critical race and LatCrit theory and method: Counter-storytelling. In contexts of state sanctioned violence, persecuted people have very limited power. The study takes the form of arts-based research through the design of the novel, Inlet, where each chapter explores thematically aspects of two-year colleges’ community cultural wealth. Counterstorytelling involves the creation and dissemination of stories, poetry, narratives, and imagery based on the lived experieneces of marginalized people. This dissertation employed arts-based research design and critical race theory’s method of counter-storytelling to 1) challenge the deficit-based discourse about two-year colleges, most commonly known as junior, community, and technical colleges, that is present in popular culture, and to 2) embrace community cultural wealth at two-year colleges. ![]()
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