Composite Counterstories~Memoir~Oral Histories~Ethnography with Young Children

Titles of Presentations in a Panel

Black Skin, Darkened Curriculum: The Black Children’s Experience of Mainstream Schooling in Racialized Systems in the U. S. South - Chanda Hardiman, Georgia Southern University

A Memoir: Being Mixed, Black and Filipino, and Multiracial in the U. S. South Georgia Middle School - Nicole Moss, Georgia Southern University

“Their Highest Potential”: Oral Histories of Willow Hill Elementary--A Historically Black School in Georgia - LaQuanda Love, Georgia Southern University

Hyphenated Identity and Negotiated Intersectionality: A Memoir of a First-Generation Nigerian-American Male Teacher in An Inner City Title I Elementary School in Georgia - Gerald Nwachukwu, Georgia Southern University

Educating Black Males in Black-Lives-Matter Movement Space - Kimberly Hollis, Georgia Southern University

Counterstories: Black Male Teachers in Rural Georgia - Brittany Jones-Turman, Georgia Southern University

Hearing Silent Voices: Counternarratives of African American Students Overrepresented in Special Education Programs in Urban Schools in Georgia - Janet Cooks, Georgia Southern University

Developing the Culturally Responsive/Relevant/Sustaining Third-Grade Social Studies Curriculum: An Ethnographic Inquiry - Lucia Benzor, Georgia Southern University

Doing Ethnographic Research with Young Children Through Multicultural Children Literature - Marianna Louise Anderson, Georgia Southern University

Presenter Information

Chanda R. Hardiman, Georgia Southern UniversityFollow
Nicole P. Moss, Georgia Southern UniversityFollow
Laquanda Love, Georgia Southern UniversityFollow
Gerald Nwachukwu, Georgia Southern UniversityFollow
Kimberly Hollis, Georgia Southern UniversityFollow
Brittany Jones-Turman, Georgia Southern UniversityFollow
Janet Cooks, Georgia Southern UniversityFollow
Lucia Benzor, Georgia Southern UniversityFollow
Marianna Louise Anderson, Georgia Southern UniversityFollow

Abstract

This is a continuation of dialogue on pushing methodological boundaries as we continue to research on the counternarratives of curriculum of schools, neighborhoods, and communities in the U. S. South. In this session, a group of researchers present their dissertation works-in-progress. These researchers use composite counterstories (Solórzano & Yosso, 2002; Yosso, 2006; also, He & Ross, 2012; He, Ross, & Seay, 2015), memoir (Barrington, 1997; Birkerts, 2008; Ledoux, 1993; Roorbach, 2008; Zinsser, 1995, 2004), oral histories (Brown, 1988; Leavy, 2011; Ritchie, 2003) and ethnography (Clifford, 1977, 1988, 1997; Clifford & Marcus, 1986/2010; Madison, 2020; Marcus, 1998; Spradley, 1979, 1980; Van Maanen, 1988, 1995; Wolcott, 1999/2008) with young children as forms of curriculum inquiry into a wide array of topics such as Black skin, darkened curriculum: the Black children’s experience of mainstream schooling in racialized systems in the U. S. South; a memoir: being mixed, Black and Filipino, and multiracial in the U. S. South Georgia middle school; oral histories of Willow Hill Elementary--a historically Black school in Georgia; hyphenated identity and negotiated intersectionality: a memoir of a firstgeneration Nigerian-American male teacher in an inner city Title I elementary school in Georgia; educating Black males in Black-lives-matter movement space; counterstories: Back male teachers in rural Georgia; hearing silent voices: counternarratives of African American students overrepresented in special education programs in urban schools in Georgia; developing the culturally responsive/relevant/sustaining third-grade social studies curriculum: an ethnographic inquiry; doing ethnographic research with young children through multicultural children literature. These researchers explore creative ways to push methodological boundaries, perform dissertation writing and liberate academic writing by diving into life, writing into contradictions, and living against oppressions in schools, families, and communities in the U. S. South. Theoretical traditions and modes of expression are particularly explored. Innovative writings engendered from the inquiries will be demonstrated. Potentials, challenges, and future directions of creative inquiries and representations will be discussed.

Presentation Description

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Location

Room 109

Publication Type and Release Option

Presentation (Open Access)

Recommended Citation

Hardiman, Chanda R.; Moss, Nicole P.; Love, Laquanda; Nwachukwu, Gerald; Hollis, Kimberly; Jones-Turman, Brittany; Cooks, Janet; Benzor, Lucia; and Anderson, Marianna Louise, "Composite Counterstories~Memoir~Oral Histories~Ethnography with Young Children" (2022). Curriculum Studies Summer Collaborative. 50.
https://digitalcommons.georgiasouthern.edu/cssc/2022/2022/50