Counterstorying as Shining a Light: Teaching about Slavery through Narratives

Autor/inn/en	Khan, Nafees; Cridland-Hughes, Susan
Titel	Counterstorying as Shining a Light: Teaching about Slavery through Narratives
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96 (2023) 3, S.104-110 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cridland-Hughes, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2023.2196050
Schlagwörter	Story Telling; Personal Narratives; Slavery; United States History; Critical Literacy; Teacher Education; Critical Race Theory; African Americans; African American History; Novels; Cartoons; Interviews + Suchen Sie Ihr Suchwort? Erlebniserzählung; Sklaverei; Kritisches Lesen; Lehrerausbildung; Lehrerbildung; Afroamerikaner; Novel; Roman; Zeichentrickfilm; Interviewing; Interviewtechnik
Abstract	The article critiques schools' current reification and overreliance on teaching slavery as a history of exceptional individuals and unbroken progress toward freedom. The authors explore how the counterstorying of narratives of formerly enslaved individuals in both preservice and inservice education coursework complicates and engages the histories and legacies of slavery. Thomas' frame for critical race counterstorying (2020) and critical literacy (Janks 2013) form the theoretical lens for countering curricular violence. The authors focus on The Interesting Narrative of the Life of Olaudah Equiano as representative of the current canonical frame, then introduce interviews with formerly enslaved African Americans from the Federal Writers Project, Zora Neale Hurston's Barracoon, and the graphic novel Abina and the Important Men by Trevor Getz and Liz Clarke to demonstrate how counterstorying slavery shines a light on power and resistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01