Abstract:

This note on teaching explores counter-storytelling, a practice that gives voice to marginalized communities and confronts the narratives of benevolent meritocracy and color-blind power dynamics that have long shaped the hierarchies, hiring practices, and opportunities for advancement within institutions. I provide an experiential reflection on my use of counter-storytelling to teach early modern Spanish racial history and culture. First, I propose the use of counter-storytelling as a theoretical framework in early modern scholarly research. Second, I advocate for engaged editorial work that strives to rescue forgotten counter-stories from the past, especially in the field of early modern theater and performing arts. Third, I offer concrete teaching strategies that implement counter-storytelling in the classroom, where students learn to challenge common myths and majoritarian narratives about Black Spain, both past and present.

 抽象的：

本教学说明探讨了反讲故事的做法，这种做法为边缘化社区提供了发言权，并对抗仁慈的精英统治和无肤色歧视的权力动态的叙述，这些叙述长期以来一直塑造着机构内的等级制度、招聘实践和晋升机会。我对我使用反故事讲述来教授早期现代西班牙种族历史和文化进行了经验反思。首先，我建议使用反故事叙述作为早期现代学术研究的理论框架。其次，我主张开展积极的编辑工作，努力挽救过去被遗忘的反故事，特别是在早期现代戏剧和表演艺术领域。第三，我提供了在课堂上实施反故事讲述的具体教学策略，让学生学习挑战关于西班牙黑人过去和现在的常见神话和多数主义叙事。