Contrarrelatos performativos para hablar en clase sobre la historia racial de España

• Manuel Olmedo Gobante ^[1]
  1. [1] University of Arkansas
• Localización: Bulletin of the Comediantes, ISSN 0007-5108, Vol. 74, Nº 1-2, 2022-2023, págs. 29-35
• Idioma: español
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• Resumen

  • 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.