Abstract

I position the use of counter-narratives as a critical approach that grants students agency and meaning in their learning and provides teachers with opportunities to present silenced curricular narratives as relevant and necessary in a globalized setting such as North America. Counter-narratives focus on a subject that preserves colonial and neo-colonial narratives to millions of K–12 students daily: social studies. The counter-narratives in this article, drawn from the collective actions of the Young Lords Party, provide the reader with concrete examples of how counter-narratives empower students who have been marginalized by the dominant social studies curriculum and educators who have been flustered by the standardization of the curriculum.

摘要

我将反叙事的使用定位为一种批判性方法，它赋予学生学习的主体性和意义，并为教师提供机会，以在全球化环境（如北美）中呈现相关且必要的沉默课程叙事。反叙事侧重于每天为数百万 K-12 学生保留殖民和新殖民叙事的主题：社会研究。本文中的反叙事取材于青年领主党的集体行动，为读者提供了具体的例子，说明反叙事如何赋予被主流社会研究课程边缘化的学生和因课程标准化。