Cluster 3 Recap: Counter-Storytelling

The articles in Cluster 3 dealt with counter-storytelling; obtaining personal stories of individuals traditionally left out of the Eurocentric, mainstream narrative. The Solorzana & Yosso article used a Critical Race Methodology, which considers race and racism, in addition to gender and class, while conducting research, uses personal experiences, and integrates interdisciplinary knowledge such as sociology, history, and law into research.  They attest that a Eurocentric version of stories told from a white perspective is what is common in our society. Often these stories are from the perspective of white, middle-class, men. Counter-storytelling attempts to combat this occurrence by telling the stories of oppressed groups. These stories build a sense of community, challenge Eurocentric views, and provide a more complete picture of reality.

Similarly, Bernal’s article attempts to combat Eurocentric accounts by integrating Critical Race Methodology with Latina/Latino Critical Theory, to “recognize students of color as holders and creators of knowledge.” Specifically addressed are Latinos histories, experiences, cultures, and languages, which are not often recognized or correctly interpreted in mainstream educational settings. Like Solorzana and Yosso, Bernal believes collecting counter-stories can be beneficial in combating racism, sexism, and classism.  The author specifically addresses collective experiences, community memory, family knowledge taught through legends, and household knowledge, such as bilingualism, biculturalism, and a commitment to communities, as important to the Hispanic population.

The last article, from Bell books, is an example of a counter-story first hand, from an African American perspective.  The author tells the story of being born in the fifties and therefore was brought up in a segregated school until junior high. In her Black school, a high value was placed on education and the author was deemed very smart. However, upon de-segregation, she was classified as exceptional, since black students were not expected to be as smart as their white peers. The author struggles with self-esteem issues influenced by racist teachers in his desegregated schools.  Many students adhered to the “confirmation bias” where they did not attempt to surpass teachers’ and peers’ low expectations.  She continues by discussing her struggles with racism and sexism in adulthood as well.

These articles all discuss the importance of considering others’ stories before assuming the Eurocentric, well-known version as truth. It is especially relevant as higher education professionals to help minority group’s stories to achieve the voice they have not traditionally had in our society. It is only then that we will have a true, full picture of the reality in which we live and can make the necessary steps to improve that reality.