Transformation Through Embracing the Counternarrative

• In Event: 46.024 - Creating Spaces to Transform Social Justice Dissertation Research Into Teaching Practice

Abstract

In the era of standardization and accountability, it is sometimes easy to lose sight of the true function of education, which is to enlighten and empower the learner to advocate for social justice. As a researcher and practitioner, it is imperative for me to allow my practice to be influenced by theory. Freire and Macedo (1995) concede that there should be “unity between theory and practice” (p. 382). As such, my practice is influenced by critical race theory, which acknowledges and addresses that “racism and racial discrimination are deep and enduring parts of the everyday existences of people of color” (Brown and Jackson, 2013, p. 19). However, one way to combat racism is through the use of the counternarrative. By utilizing the counternarrative in academic and educational discourse, students and educators alike can engage in complicated conversation in order to better understand individuals, events, situations, and systemic oppression nationally and abroad. Delgado and Stefanic (2012) affirm, “Narratives provide a language to bridge gaps in imagination and conception that give rise to the differend. They reduce alienation for members of excluded groups, while offering opportunities for members of the majority group to meet them halfway” (p. 51). This presentation will include a counternarrative that highlights the injustice that has taken place in the life of a custodian through complicated conversation also known as curriculum communion. Whitlock (2007) explains “communion is the transformative common union by which Southerners might acknowledge one another and engage one another in conversation about progressive social, cultural, and political movement” (p. 164). This counternarrative had an impact upon the custodian because she lived through and survived an unjust system known as slavery; however, it also had an impact upon practitioners, pre service teachers, and students alike. As a result, lives were never the same after hearing the counternarrative presented to them. One reason is because it contends against what is presented in the history books as fact regarding the issue of slavery. It is through the sharing of this counternarrative (i.e. counterstory) that the yearning for a sense of agency takes place. This sense of agency compels one to advocate for a more just and humane society. Serres (1997) concedes “You must love the language that transforms the slave into the master himself: and thus the trip into school itself; and that transforms this emigration into instruction” (pp. 48-49). The liberating power of language has several functions. First, language allows people to convey their experiences. Secondly, it allows people to navigate through difficult terrains. Lastly, language can instruct and educate in order to advocate for the concerns of humanity. In closing, social justice is highly connected to education. Phillion and He (2008) elaborate “Social justice oriented work has strong connections to life in schools, communities, and societies” (p. 268). Therefore, by sharing the aforementioned counternarrative, it is my goal to “recognize the importance of commitment to equity and social justice and my obligation to link inquiry to social and educational change” (He and Phillion, 2008, p. 268).

Author

• Samantha Awala, Bulloch County Board of Education