ERIC Number: EJ1044034
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 29
A Plea for Critical Race Theory Counterstory: Stock Story versus Counterstory Dialogues Concerning Alejandra's "Fit" in the Academy
Martinez, Aja Y.
Composition Studies, v42 n2 p33-55 Fall 2014
This essay in counterstory suggests a method by which to incorporate critical race theory (CRT) in rhetoric and composition, as a contribution of other(ed) perspectives toward an ongoing conversation in the field about narrative, dominant ideology, and their intersecting influence on programmatic and curricular standards and practices. As a narrative form, counterstory functions as a method for marginalized people to intervene in research methods that would form master narratives based on ignorance and on assumptions about minoritized peoples like Chican@s. Through the formation of counterstories, or those stories that document the persistence of racism and other forms of subordination, voices from the margins become the voices of authority in the researching and relating of our own experiences. Counterstory serves as a natural extension of inquiry for theorists whose research recognizes and incorporates, as data, lived and embodied experiences of people of color. This essay argues it is thus crucial to use a narrative methodology that counters other methods that seek to dismiss or decenter racism and those whose lives are affected daily by it.
Descriptors: Critical Theory, Race, Racial Bias, Rhetoric, Writing Instruction, Minority Groups, Racial Attitudes, Personal Narratives, Disadvantaged, Teaching Methods, Hispanic Americans, Doctoral Programs, Graduate Students, Females, Mothers, Discourse Analysis, Parent Child Relationship
University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: firstname.lastname@example.org; Web site: http://www.uc.edu/journals/composition-studies.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A