The author draws on the ideas of counter‐storytelling and critical race methodology to examine the ways that urban, racially minoritized middle school girls create hope in sports and physical activity contexts. Although the passage of Title IX has brought more equal opportunities for many women and girls in sports, racially minoritized female athletes continue to feel opposition to their participation in sports and physical activity. This article identifies how middle school girls use critical counter‐storytelling to name narratives that others hold about them that impact their ability to participate in sports. The author highlights how, when given the opportunity, middle school girls can encourage one another to name and speak back to negative narratives. The author also offers suggestions for how educators might create space to hear the voices of racially minoritized girls in the curriculum.

No abstract

No abstract

With a national push for the adoption of reliable disposition assessment tools in accredited teacher preparation programs, many programs are beginning to assess PSTs' dispositions in more standardized ways. Responding to calls for more adequate preparation of PSTs to be able to teach in racially, culturally, and linguistically diverse classrooms in culturally sustaining ways, many disposition assessment tools aim to measure pre-service teachers' antiracist dispositions. This chapter utilizes counterstorytelling methodologies to examine the tensions of choosing, creating, and using disposition assessment tools, analyzing the ways that such tools may work to further antiracist teaching while simultaneously upholding whiteness ideology.

No abstract