Access the full text.
Sign up today, get DeepDyve free for 14 days.
Joanne Coysh (2014)
The Dominant Discourse of Human Rights Education: A CritiqueJournal of Human Rights Practice, 6
Dolores Bernal (1998)
Using a Chicana Feminist Epistemology in Educational ResearchHarvard Educational Review, 68
W. Sawyer (2019)
Youth confinement 2019: the whole pie
P. Goff, M. Jackson, Carmen Culotta (2015)
INTERPERSONAL RELATIONS AND GROUP PROCESSES The Essence of Innocence: Consequences of Dehumanizing Black Children
A. Luke (2018)
Genres of Power : Literacy Education and the Production of Capital
M. Smith (1992)
Postmodernism, urban ethnography, and the new social space of ethnic identityTheory and Society, 21
L. Hunn, Talmadge Guy, Elaine Mangliitz (2006)
Who Can Speak for Whom? Using Counter-Storytelling to Challenge Racial Hegemony
Jessica Lu, C. Steele (2019)
‘Joy is resistance’: cross-platform resilience and (re)invention of Black oral culture onlineInformation, Communication & Society, 22
(2018)
Outside voices’: justice-system involved adolescent males writing their identities
L. Vasudevan (2006)
Making Known Differently: Engaging Visual Modalities as Spaces to Author New SelvesE-Learning and Digital Media, 3
April Baker-Bell (2017)
For Loretta: A Black Woman Literacy Scholar’s Journey to Prioritizing Self-Preservation and Black Feminist–Womanist StorytellingJournal of Literacy Research, 49
(2012)
Critical pedagogy and cultural studies research: bricolage in action
C.N. Adichie (2009)
The danger of a single story
D. Solorzano, Tara Yosso (2002)
Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education ResearchQualitative Inquiry, 8
H. Janks (2012)
The Importance of Critical LiteracyEnglish Teaching-practice and Critique, 11
A. Echo-Hawk (2019)
We are not historically underserved
(1994)
Lady bountiful: the white woman teacher in multicultural education
Journal of Personality and Social Psychology, 106
E. Thomas, Jane Bean-Folkes, J. Coleman (2020)
Restorying Critical Literacies
B. Pollard (2019)
Utilizing a Critical Literacy Framework to Discuss Issues of Power and Privilege with Elementary Students, 3
E. Tuck (2009)
Suspending Damage: A Letter to CommunitiesHarvard Educational Review, 79
Django Paris (2019)
Naming beyond the white settler colonial gaze in educational researchInternational Journal of Qualitative Studies in Education, 32
Critical Media Ethnography: Researching Youth Media
Lewis Lee, Sara Goodkind, Jeffrey Shook (2017)
Racial/ethnic disparities in prior mental health service use among incarcerated adolescentsChildren and Youth Services Review, 78
E. Thomas, A. Stornaiuolo (2016)
Restorying the Self: Bending Toward Textual JusticeHarvard Educational Review, 86
L. Black (2008)
Deliberation, Storytelling, and Dialogic MomentsCommunication Theory, 18
M. Livanou, V. Furtado, C. Winsper, Annabelle Silvester, S. Singh (2019)
Prevalence of Mental Disorders and Symptoms Among Incarcerated Youth: A Meta-Analysis of 30 StudiesInternational Journal of Forensic Mental Health, 18
The purpose of this study was to challenge the “single story” narrative the authors utilize counterstorytelling as an analytic tool to reveal the paradox of exploring human rights with incarcerated BIPOC teens whose rights within the justice system are frequently ignored. Shared through their writing, drawing and discussions, the authors demonstrate how they wrote themselves into narratives that often sought to exclude them.Design/methodology/approachThis paper centers on the interpretations of Universal Human Rights by Black adolescents involved in the juvenile justice system in the Southeastern region of the United States. Critical ethnography was selected as we see literacy as a socially situated and collaborative practice. Additionally, the authors draw from recent work on the humanization of qualitative methods, especially when engaging with historically oppressed populations. Data were analyzed using a bricolage approach and the framework of counterstorytelling to weave together the teens' narratives and experiences.FindingsIn using the analytic tool of counterstories, the authors look at ways in which the stories of colonially underserved BIPOC youth might act as a form of resistance. Similarly to the ways that those historically enslaved in the United States used narratives, folklore, “black-preacher tales” and fostered storytelling skills to resist the dominant narrative and redirects the storylines from damage to desire-centered. Central then to our findings is the notion of how to engage in the work of dismantling the inequitable system that even well-intentioned educators contribute to due to systemic racism.Research limitations/implicationsThe research presented here is significant as it attempts to add to the growing body of research on creating spaces of resistance and justice for incarcerated youth. The authors seek to disrupt the “single story” often attributed to adolescents in the juvenile justice system by providing spaces for them to provide a counternarrative – one that is informed by and seeks to inform human rights education.Practical implicationsAs researchers, the authors struggle with aspects related to authenticity, identity and agency for these participants. By situating them as “co-researchers” and by inviting them to decide where the research goes next, the authors capitalize on the expertise, ingenuity and experiences' of participants as colleagues in order to locate the pockets of hope that reside in research that attempts to be liberatory and impact the children on the juvenile justice system.Social implicationsThis study emphasizes the importance of engaging in research that privileges the voices of the participants in research that shifts from damage to desire-centered. The authors consider what it may look like to re-situate qualitative research in service to those we study, to read not only their words but the worlds that inform them, to move toward liberatory research practice.Originality/valueThis study provides an example of how the use of counterstorytelling may offer a more complex and nuanced way for incarcerated youth to resist the stereotypes and single-story narratives often assigned to their experiences.
Qualitative Research Journal – Emerald Publishing
Published: Mar 18, 2022
Keywords: Ethnography; Critical literacy; Incarcerated youth
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.