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Docile citizens? Using counternarratives to disrupt normative and dominant discourses
No full textThe nursery rhyme, 'Sticks and bones may break my bones, but names will never hurt me' is widely recognisable. But is it true? I contend that it is not. As Toni Morrison reminds us, words hurt. Words mean something. Consider how you might feel if you were called a liar when you told the truth. It does hurt to be called names. It hurts to be bullied and excluded because you have been labelled or set apart and called ugly, fat, stupid, lazy, old, homeless, illiterate, gay, disabled and so on. To be called names, or be labelled, is a form of'othering' that is dis empowering and oppressive. To label another person adversely is careless and insensitive. Negative labels often stay with children and young people for the rest of their lives. Labelling often leads people into believing they are incapable and powerless. Conversely, labelling excuses - even encourages - some individuals to participate in destructive behaviour that upholds certain deficit, racist and homophobic views of the individual. Hurtful labels from careless politicians, parents, relatives, practitioners or teachers are harmful to everyone, especially youth. Name calling and labelling others is a practice that must be rejected and redressed by practitioners working with children and young people. But it is so entrenched in the taken -for-granted and everyday practices of many powerful people, that a formidable strategy is needed to expose the violence oppressive language represents and validates - with the aim of altering it.
This chapter puts forth a rationale for authoring counternarratives as a tactic of resistance. It allows those labelled negatively to creatively and critically read and critique the world with the goal of re-writing dominant storylines and discourses. Dominant discourses are generally statements that are institutionally enforced and widely circulated as 'Truths' (Mills, 1997), but which also have the power to alienate and discriminate. Through critical reason and reflection (Barnett, 1997) of their own physical, social, and political 'situationality' (Freire, 1970:90), I encourage practitioners deliberately to create spaces where the children and young people they work with can author counternarratives to reject the often hidden, contextualised and localised (and global) narratives that marginalise them. Historically, counternarratives are recognised for the power they have to challenge and disrupt normative and dominant discourses (Giroux et al, 1996).
This chapter presents four counternarratives that work to decentre discourses that render individuals 'docile citizens' (Foucault, 1978/1995). The counternarratives presented do this by exposing and contesting common assumptions around disability, the family and gay, lesbian, bisexual and trans gender (LGBT) youth. Authoring counternarratives gives children and young people a voice to overcome the ways they have been labelled so they no longer remain victims of discrimination, inequity and exclusion. When pupils author counternarratives, they re-appropriate, reframe and challenge dominant images and representations by rupturing the chains of signification to create new narratives that dismantle hegemony
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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Introduction: another point of view
Full text linkAbout the book:
What are the experiences of children and young people? How can we think about the challenges they face? What systems and practices can support them? How can we develop greater equality, participation and inclusion across diverse settings?
This second edition of Equality, Participation and Inclusion 1: Diverse Perspectives is the first of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This first Reader focuses in particular on the diverse perspectives held by different practitioners and stakeholders.
Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a greater diversity of perspectives. Whilst exploring how we think about the experiences of children and young people across a range of contexts it maintains a subtle, underlying emphasis upon education and the experiences of disabled people.
Drawing on the writing of academics, practitioners, children and young people, and people who have experienced exclusion, this book is a rich resource for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged. Much of the material reflects on lived experiences and life stories, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services, as well as to families and advocates
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Introduction
No full text[About the book]
This Reader critically examines educational issues related to equity, diversity and social justice and how they are socially, culturally and economically rooted in educational practice across diverse educational settings. It highlights research, practice and pedagogies that challenge and transform educational experiences to support equity, social justice and inclusivity.
The contributors offer a broad range of methodologies and international perspectives on the effects of diversity on pedagogy, policy, management and curriculum, with the breadth of experiences underpinning inequalities a central theme. The critical perspectives and the examples explored offer a wealth of insights for those who are interested in the pursuit through education of equality, social justice and social inclusion for disadvantaged groups
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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