Teaching Strategy: Counter-Narrative
What is a counter-narrative?
Counter-narratives or counter-stories are “a method of telling the stories of those people whose experiences are not often told” (Solorzano and Yosso 2002, 26). Counter-stories, on the one hand, provide an opportunity to hear alternative voices, and, on the other hand, challenge the dominant narratives, which usually carry assumptions and prejudices of the dominant group(s). Simply put, counter-narratives can be used to broaden students’ perspectives and illustrate the value of considering several sides of the same issue, while understanding that every dominant position implies other suppressed positions. This approach can also equip students with relevant skills such as critical self-reflection, ability to recognize one’s own identity and social contexts around it, and the ability to navigate the diverse socio-cultural contexts in the increasingly global and interconnected world. Counter-narratives can be incorporated in a wide array of university subjects.
What are the benefits of this strategy?
Counter-narratives can be used as an educational tool for several reasons (Miller, Liu and Ball, 2020):
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to challenge dominant deficit narratives
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to counter specific master narratives
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transformation in teachers’ practice to advance the goals of educational equity
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to engage students in a dialogue about equality, tolerance and diversity
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to prevent prejudice
Counter-narratives can be incorporated into teaching materials to address issues of homophobia, anti-Semitism, antigypsyism and other forms of prejudice by focusing on the voices of the marginalized and discriminated groups. Using counter-narratives will provide an alternative viewpoint, improve understanding of other groups and promote critical thinking.
How to use counter-narratives in teaching?
The following aspects of counter-storytelling should inform its use as a pedagogical tool (based on Manglitz, Guy and Merriweather Humm 2006):
| Description | Pedagogical relevance | |
|---|---|---|
| Counter-storytelling and voice | “Othered” voice in relationship to the majoritarian story is silenced and rendered irrelevant. | Whose voices matter or matter most in the classroom and teaching content? |
| Counter-storytelling and positionality | The race, gender, culture, class, sexual orientation and other dimensions of societal privilege or source of oppression of teachers and learners significantly impact the learning environment and learning opportunities. These aspects of one’s identity matter and are positioned relative to the dominant culture. |
Whose experience is seen as paramount when we talk about teaching? Is the curriculum (how and what is taught) designed for the majority learners? |
| Counter-storytelling and authority |
Counter-stories undermine the authoritative perspective of dominant discourses, when engaging in reflective and reflexive conversation about sensitive or uncomfortable topics (such as race, sexuality, and others). |
Whose knowledge counts when we talk about how and what we know? How to find and explain knowledge that contradicts the norm? |
Incorporation of counter-narratives into the curriculum will also facilitate culturally responsive teaching style. Zaretta Hammond (2014) aptly describes why emphasizing the two types of narratives – master narrative and counter-narrative – is also imperative in shaping students’ own personal stories, which are “the foundation of each one’s academic mindset,” academic achievements and personal agency. In order to help students cultivate positive counter-narratives, consider the following steps compiled by Hammond (2014):
– Statements are challenged by checking the assumptions behind the statements or asking for evidence to support those.
– Without shaming or blaming, interrupt that behavior or point out how those statements might be challenged.
– Discuss concepts such as perceptual bias.
– Give students regular opportunities to forumate and speak their counter-narrative.
– Consider using an enabling texts as companion text paired with mainstream books mandated in the curriculum.
Further resources:
Explore a teaching module among the Guidance Materials, entitled “History and counter-history: Roma and historical narrative(s)”, which uses counter-historical approach to teach about history from the perspective of a minority group.
Works cited
Bamberg, M. and Andrews, M. (2004). Considering Counter-Narratives: Narrating, Resisting, Making Sense. Amsterdam: John Benjamins Publishing Company.
Hammond, Zaretta (2014) “The First Six Weeks: Create a Counter Narrative”. Culturall reflectibve teaching & The brain. Available at: https://crtandthebrain.com/the-first-six-weeks_create-a-counter-narrative/
Manglitz, E., Guy, T.C., and Merriweather Humm, L.R. “Using counter narratives to construct a dialogue on race, positionality, and authority: a research tool.” Paper presented at the 36th Annual SCUTREA Conference, 4-6 July 2006, Trinity and All Saints College, Leeds. Available at: http://www.leeds.ac.uk/educol/documents/155304.htm
Miller R, Liu K, Ball AF. Critical Counter-Narrative as Transformative Methodology for Educational Equity. Review of Research in Education. 2020;44(1):269-300.
Solorzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-Story telling as an analytical framework for education. Qualitative Inquiry, 8(1), 23-44.
