Counter-storytelling, metaphors, and rhetorical questioning: discursive strategies of advocacy toward racial equity in school board meetings

References

• Baquedano-López, P., Alexander, R., & Hernandez, S. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149–182.
   Web of Science ®Google Scholar
• Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. New York, NY: BasicBooks.
   Google Scholar
• Bertrand, M., Freelon, R., & Rogers, J. (2018). Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy? Education Policy Analysis Archives, 26, 102. doi:10.14507/epaa.26.3546
   Google Scholar
• Charteris-Black, J. (2004). Corpus approaches to critical metaphor analysis. New York, NY: Palgrave Macmillan.
   Google Scholar
• Charteris-Black, J. (2011). Politicians and rhetoric the persuasive power of metaphor. New York, NY: Palgrave Macmillan.
   Google Scholar
• Cooper, C. (2009). Parent involvement, African American mothers, and the politics of educational care. Equity & Excellence in Education, 42(4), 379–394.
   Google Scholar
• Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (Vol. 3, pp. 177–192). Washington, DC: Lawrence Erlbaum Associates; Published for the American Educational Research Association.
   Google Scholar
• Ewing, E. L. (2018). Ghosts in the schoolyard. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Fernández, E., & López, G. R. (2017). When parents behave badly: A critical policy analysis of parent involvement in schools. In M. D. Young & S. Diem (Eds.), Critical approaches to education policy analysis: Moving beyond tradition (pp. 111–129). Cham: Springer.
   Google Scholar
• Fernández, E., & Paredes Scribner, S. M. (2018). ‘Venimos para que se oiga la voz’: Activating community cultural wealth as parental educational leadership. Journal of Research on Leadership Education, 13(1), 59–78.
   Web of Science ®Google Scholar
• Fosl, C. (2008). Anne Braden, Fannie Lou Hamer, and Rigoberta Menchu: Using personal narrative to build activist movements. In R. Solinger, M. Fox, & K. Irani (Eds.), Telling stories to change the world global voices on the power of narrative to build community and make social justice claims (pp. 217–226). New York, NY: Routledge.
   Google Scholar
• Freelon, R. (2018). Transformational resistance and parent leadership: Black parents in a school district decision-making process. Urban Education. doi:10.1177/0042085918801886
   Google Scholar
• Henkemans, A. (2009). Manoeuvring strategically with rhetorical questions. In F. H. van Eemeren & B. Garssen (Eds.), Pondering on problems of argumentation: Twenty essays on theoretical issues (pp. 15–23). Amsterdam: Springer.
   Google Scholar
• Horsford, S., Sampson, C., & Forletta, F. (2013). School resegregation in the Mississippi of the West: Community counternarratives on the return to neighborhood schools in Las Vegas, 1968–1994. Teachers College Record, 115(11), 1–28.
   Web of Science ®Google Scholar
• Ilie, C. (1994). What else can I tell you? A pragmatic study of English rhetorical questions as discursive and argumentative acts [Unpublished thesis (Ph.D.)]. University of Stockholm.
   Google Scholar
• Ishimaru, A. (2020). Just schools: Building equitable collaborations with families and communities. New York, NY: Teachers College Press.
   Google Scholar
• Kohli, R., & Solórzano, D. (2012). Teachers, please learn our names! Racial microaggressions and the K–12 classroom. Race Ethnicity and Education, 15(4), 441–462.
   Web of Science ®Google Scholar
• Lakoff, G. (2002). Moral politics: How liberals and conservatives think (2nd ed.). Chicago, IL: University of Chicago Press.
   Google Scholar
• Larkman, C. (2018). How are the children? United Church of Christ. Retrieved from https://www.ucc.org/news_traci_blackmon_how_are_the_children
   Google Scholar
• Lightfoot, D. (2004). ‘Some parents just don’t care’: Decoding the meanings of parental involvement in urban schools. Urban Education, 39(1), 91–107.
   Web of Science ®Google Scholar
• Martinez, P. (2018). The freedom to learn: Dismantling the school-to-prison pipeline. In M. R. Warren (Ed.), Lift us up, don’t push us out! (pp. 36–45). Boston, MA: Beacon Press.
   Google Scholar
• Matias, C., & Liou, D. (2015). Tending to the heart of communities of color: Toward critical race teacher activism. Urban Education, 50(5), 601–625.
   Web of Science ®Google Scholar
• Musolff, A. (2012). The study of metaphor as part of critical discourse analysis. Critical Discourse Studies, 9(3), 301–310.
   Web of Science ®Google Scholar
• Pollack, T. (2013). Unpacking everyday ‘teacher talk’ about students and families of color: Implications for teacher and school leader development. Urban Education, 48(6), 863–894.
   Web of Science ®Google Scholar
• Rodela, K. (2016). Undocumented educational leadership: The development of Latina mothers into emergent social justice leaders. National Forum of Applied Educational Research Journal, 29(1-2), 21–33.
   Google Scholar
• Rohde, H. (2006). Rhetorical questions as redundant interrogatives. San Diego Linguistics Papers, 2, 134–168.
   Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angeles, CA: Sage.
   Google Scholar
• Sampson, C. (2019a). From a lighthouse to a foghorn: A school board’s navigation toward equity for English learners. American Journal of Education, 125(4), 521–546.
   Web of Science ®Google Scholar
• Sampson, C. (2019b). (Im)Possibilities of Latinx school board members’ educational leadership toward equity. Educational Administration Quarterly, 55(2), 296–327. doi:10.1177/0013161X18799482
   Web of Science ®Google Scholar
• Sampson, C., & Bertrand, M. (2020). “This is civil disobedience. I’ll continue.”: The racialization of school board meeting rules. Journal of Education Policy. doi:10.1080/02680939.2020.1778795
   Google Scholar
• Sampson, C., & Horsford, S. (2017). Putting the public back in public education: Community advocacy and every student succeeds act. Journal of School Leadership, 27(5), 725–754.
   Google Scholar
• Santa Ana, O. (2002). Brown tide rising: Metaphors of Latinos in contemporary American public discourse. Austin, TX: University of Texas Press.
   Google Scholar
• Solórzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.
   Google Scholar
• Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Stovall, D. (2013). 14 souls, 19 days and 1600 dreams: Engaging critical race praxis while living on the ‘edge’. Discourse: Studies in the Cultural Politics of Education, 34(4), 562–578.
   Web of Science ®Google Scholar
• Swerts, T. (2015). Gaining a voice: Storytelling and undocumented youth activism in Chicago. Mobilization: An International Quarterly, 20(3), 345–360.
   Web of Science ®Google Scholar
• Tracy, K., & Durfy, M. (2007). Speaking out in public: Citizen participation in contentious school board meetings. Discourse & Communication, 1(2), 223–249.
   Web of Science ®Google Scholar
• Warren, A., & Ward, N. (2021). ‘How do you get the courage to stand up?’ Teachers’ constructions of activism in response to education policy reform. Discourse: Studies in the Cultural Politics of Education, 42(4), 544–558.
   Web of Science ®Google Scholar