Critical Counter-Narrative as Transformative Methodology for Educational Equity
Critical Counter-Narrative as Transformative Methodology for Educational Equity
复制标题
作为教育公平变革方法的批判性反叙事
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
A. Ball
中科院分区：
文献类型：
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作者：
Richard Miller;Katrina Liu;A. Ball
反叙事最近在教育研究中出现，作为一种很有前途的工具，在我们日益多样化的学校和社区中促进教育公平。以批判种族理论和话语研究方法为基础，包括叙事探究、生活史和自我民族志，反叙事在多元文化教育、文化敏感教学法和其他多样性教学方法中找到了一个家。本章提供了一个系统的文献综述，探讨反叙事在教育教育学和研究中的地位。基于我们的专题分析，我们认为，由于缺乏统一的方法，可以导致教育公平的变革行动，因此在教育学和研究中，反叙事的潜力受到限制。本章最后提出了批判性反叙事作为一种变革方法论，它包括三个关键组成部分：(1)作为探究模型的批判性种族理论，(2)作为实践模型的批判性反思和生成，将反叙事的使用统一到研究和教学中，以及(3)为有色人种教育公平的基本目标而采取的变革行动。
Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2) critical reflection and generativity as a model of praxis that unifies the use of counter-narratives for both research and pedagogy, and (3) transformative action for the fundamental goal of educational equity for people of color.