Critical Race Perspectives on Narrative Research in Education

Berry, Theodorea Regina; Cook, Elizabeth J. Bowers

doi:10.4324/9781315100944-8

Cited by 12 publications

(12 citation statements)

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“…CRT considers racism to be pervasive and endemic, influencing all aspects of society including academia, challenging notions of neutrality and apolitical praxis [22,23]. A critical counter-narrative theoretical perspective also views research, policies and practices within their contemporary and cultural context, discovering meaning from an intersectionality lens of multiple intersecting identities and concurrent oppression and privilege [24]. Counter-storytelling emphasizes the narratives of students perceived as underprivileged compared to the dominant culture [25].…”

Section: Study Design and Theoretical Perspectivementioning

confidence: 99%

A student‐led qualitative study to explore dental undergraduates' understanding, experiences, and responses to racism in a dental school

Ahmadifard

Forouhi

Waterhouse

et al. 2022

J Public Health Dent

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Objectives This qualitative study explored dental student participants' understanding of racism, their experiences, and responses to racism in dental school, and the impacts of their experiences. Methods An interpretative phenomenological analysis design recruited students from the undergraduate dental degree and the BSc in Oral Health Science course at a UK dental school in December 2020. Two students and a qualitative researcher facilitated the online focus groups. A topic guide including scenario questions guided the discussions that lasted an average of 2 h. The recorded interviews were transcribed and analyzed using thematic analysis. Results Twenty‐five participants took part in five focus groups. Several themes emerged related to participants' experiences and reactions. They described a spectrum of racist encounters ranging from more subtle forms, such as stereotyping and microaggression to racial mocking. They were concerned about professionalism, not knowing how and when to respond to patients' racist behavior. They described gender discrimination and intersectional biases but felt compelled to put patients' interests first. They were unsure about how to respond to stereotyping or racism from staff because of perceived imbalances in the staff‐patient‐student triad relationship. They expressed fears of gaslighting and despondency. They also felt that the COVID‐19 pandemic and anonymity from virtual learning environments enabled racist behavior. Conclusion This study revealed a complex triad relationship between participants, staff and patients, and experience of intersectionality and three levels of racism: interpersonal, structural, and institutional. It highlighted the need for further research to develop actions including structural policies and equality and diversity training.

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Section: Study Design and Theoretical Perspectivementioning

confidence: 99%

A student‐led qualitative study to explore dental undergraduates' understanding, experiences, and responses to racism in a dental school

Ahmadifard

Forouhi

Waterhouse

et al. 2022

J Public Health Dent

View full text Add to dashboard Cite

show abstract

“…CRT's historical roots in legal storytelling are in alignment with the ontological values of narrative interviewing. Narrative interviewing utilizes the dynamic between the researcher and participant to explore experience (Berry & Bowers Cook, 2019). While narrative interviewing asks participants to focus on past stories, the study conditions and participants' future selves influence how stories are shaped and told.…”

Section: Methodsmentioning

confidence: 99%

“Out of my element”: The experiences of Black art students in critique.

Unkefer¹,

Curtis²,

Andrade³

et al. 2023

Journal of Diversity in Higher Education

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Utilizing critical race theory (Delgado & Stefancic, 2012), this exploratory study examined the lived experiences of 19 Black art students as they navigated critique spaces at institutions of art and design. Critique (or "crit") is the primary evaluative tool used in art schools with the purpose of providing constructive, generative feedback to students (Costantino, 2015). Findings from this thematic analysis revealed how the subjective nature of critique often allowed for racially biased responses by faculty and peers. Participants noted four prevalent interactions during critique: Cultural incompetence, silence, superficial praise, and a focus on form. Interviewees also described the psychological impact of critique and the coping skills they employed. This study offers implications for administrators, faculty, and staff as they address institutional inequities in assessment practices at colleges of art and design and within other performance-based majors and institutions.

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“…The fifth tenet, storytelling and counter-storytelling posits that the experiential knowledge and lived experiences of people of color are valid and speak either to or against structural racism (Delgado, 1989). Moreover, we drew from CRT narrative intersectionality (Berry & Cook, 2019) to underscore the experiences of Black and Latina preservice teachers who were also first-generation low-income college students. Berry & Cook (2019) When told through various narrative forms, counter-stories constitute stories that allow for the construction of social realities (Bell, 1987(Bell, , 1992Delgado, 1989).…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, we drew from CRT narrative intersectionality (Berry & Cook, 2019) to underscore the experiences of Black and Latina preservice teachers who were also first-generation low-income college students. Berry & Cook (2019) When told through various narrative forms, counter-stories constitute stories that allow for the construction of social realities (Bell, 1987(Bell, , 1992Delgado, 1989). In the case of counterstories, narratives from communities of color speak back against majoritarian stories, or those "bundles of presuppositions, perceived wisdoms, and shared cultural understandings persons in the dominant race bring to discussions of race (Solórzano & Yosso, 2002, p. 28).…”

Section: Methodsmentioning

confidence: 99%

The Incongruent Racial Grammar of Teacher Education: A Critical Race Theory Study of Black and Latina Preservice Teachers

Busey¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Current research has turned a gaze towards teacher education programs' desire to recruit students of color. Yet very little has been done to deconstruct the intersectional racial structure and grammar of teacher education in order to provide meaningful learning experiences for preservice teachers of color (PSTOC) who often endeavor to teach in the very underserved communities of color that educator preparation programs fetishize. Moreover, we do not know much about the first-generation preservice teachers of color. Drawing from Critical Race Theory in education as a conceptual framework, we use critical counter-storytelling within intersectional narrative methodology to foreground how four preservice teachers of color--U.S. Black and Latina-navigate the racial grammar of teacher education. Similar to prior studies, findings indicate that racial incongruence underscores preservice teachers' of color experiences in teacher education programs. Furthermore, students' experiences speak to how race, class, and gender function together in creating a structure and grammar of teacher education that creates barriers of entry for educators of color. In light of our findings, we call for greater attention to discourses of Black and Latinx educator recruitment.

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Critical Race Perspectives on Narrative Research in Education

Cited by 12 publications

References 0 publications

A student‐led qualitative study to explore dental undergraduates' understanding, experiences, and responses to racism in a dental school

A student‐led qualitative study to explore dental undergraduates' understanding, experiences, and responses to racism in a dental school

“Out of my element”: The experiences of Black art students in critique.

The Incongruent Racial Grammar of Teacher Education: A Critical Race Theory Study of Black and Latina Preservice Teachers

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