alternative perspective essay

Morgan The Reader

Using alternative perspectives.

A creative way to be a critical thinker with literacy is to look deeper into alternative perspectives. Alternative perspectives are other viewpoints in a story which are different than the one represented (McLaughlin & DeVoogd, 2004). Exploring alternative perspectives is a great approach because it allows students to think about how other characters may be feeling throughout the story, and it also brings up ideas of what the author did not share.

One approach to using alternative perspectives is to write an alternative text. This is when the children create their own versions of the text they read, but with an alternative perspective. This is a fun way for the students to think about all aspects of a story, as well as be critical thinkers. The children can examine the message of a text, and write or make something that conveys the opposite meaning (McLaughlin & DeVoogd, 2004). This assignment is excellent for encouraging critical literacy, because the children need to think carefully about the message that is being displayed and then contemplate even further what the counter message would be.

A couple of other forms of alternative perspectives are character substitutions and character perspectives. In the character substitution approach, the student uses a new character with a completely different personality than the original character (McLaughlin & DeVoogd, 2004). This helps the students think outside of the box and use the knowledge they have not just from the text, but from their everyday lives to develop a unique character. Changing the character perspectives in a story can help children really understand the complex emotions of a character, because they are viewing the text in a new way other than what the author intended.

An example of using alternative perspectives that I really enjoyed was the critical literacy lesson taught by Mary Roehrenbeck in her 5 th grade classroom. The lesson focused on immigration, and her students discussed the many people affected by it. Mary had the children write letters as if they were immigrants, which helped them understand the various viewpoints on immigration (McLaughlin & DeVoogd, 2004). Another excellent assignment she gave was to have the children write about a time they felt like an outsider, just like the immigrants often felt. This assignment helps the children explore their feelings and also relate to a group that maybe they thought they would never have anything in common with.

Though the children I work with are younger and are not quite at the writing level, I like to incorporate alternative perspective questions when we are reading together. I think it is important to ask how other characters in the book feel, and expand their thinking of the story. When they can begin to use critical thinking, they will understand the meaning of the text in a more significant way. It is important for us to teach critical literacy at a young age, because they will pick up on the techniques and hopefully apply them throughout their school years and for the rest of their lives.

As teachers, engagement is one of the most important parts of our lessons. If our students are not engaged, we as teachers cannot get them to expand their minds to analytical and critical thinking. Devoogd & McLaughlin (2004) explain how teachers can foster engagement by “encouraging students to read for authentic purposes, make personal connections, focus on comprehension, and respond in meaningful ways”. Once we get our students to enjoy reading as an active thinking process, we can get them to do the different projects you outlined in your blog post. The projects you described, such as writing an alternative text, allow students to go beyond the literal comprehension of a text to a deeper understanding of character and author’s perspective. Each of these projects you mentioned is a great way to get students further engaged in their reading texts, fostering a love for reading along with a critical eye towards its subject matter.

Like your class, mine is that of beginner writers. However, we do a lot of read-alouds which provide for conversations about alternative perspectives. The children love stories that are unconventional—having a different perspective than the one they are used to. A great way to do this is through silly stories that contradict the usual fairytales. For example, Goldilocks and the Three Dinosaurs is a good way to describe character substitution, comparing it to the traditional story of Goldilocks and the Three Bears. Projects like those mentioned are a fun way to expand children’s thinking about stories and get them to understand the author’s perspective. I really liked what you said in regards to starting to teach critical literacy at a young age. It will help our students greatly throughout their schooling and in their life.

Getting students to think beyond the text is one of my favorite ways to add rigor to any lesson. Even for those students who lack the vocabulary and cannot quite visualize and “see” the images in the story, if they are engaged, the entire story makes sense. My struggling readers usually follow by a thread and with reading strategies, collaboration work, and several checks for understanding, students’ comprehension is slowly gained. However, after all of the “I do” and “we do” it is time to let the kids loose and let them try the skill on their own in the “you do” stage. Here is where the alternative perspectives as explained by McLaughlin and DeVoogd (2004) come into play.

We recently read in class the story “Eleven” by Sandra Cisneros; the way the story is told and the super easy vocabulary was a hit with the students. Most of them felt sorry for Rachel, the main character, just as they felt really annoyed by the teacher. I asked the students to create an alternative ending to the story; the students jumped at the opportunity to give the story a twist and made Sylvia Saldivar the owner of the sweater; Phyllys Lopez forgot the sweater again, and when it reappeared again the following month, this time it was given to Sylvia, etc. The endings were certainly very creative; however, the alternative perspective in Yangsook Choi’s The Name Jar provided by McLaughlin and DeVoogd (2004) gave me food for thought and one more extension activity. Changing the setting of the story so that it takes place in Korea instead of the US, and Unhei’s name is common, does suggest that an American reader may sympathize with Unhei just by switching the time and place of the story. I wonder how students would have reacted if I had asked them to create an alternative perspective to the characters and now the story was told from the teacher’s perspective, Phyllys’ and even Sylvia’s.

As I read the alternative perspective as explained by McLaughlin and DeVoogd (2004), I wish I had enough time to have the kids analyze the story from the single story perspective as explained by Chimananda Adichie. Both the Name Jar by Yangsook Choi and Eleven by Sandra Cisneros feed into the single story paradigm. The knowing, not really knowing, and the depth in understanding as students really get to know the characters and connect with them, take our readers to a whole new level of critical literacy. I’d like to say that once our students reach such a level in learning our job our back; however, our job cannot ever be done, when our students are just starting to learn.

Alternative Narrative in Literature & Literary Theory

An alternative narrative refers to a divergent storytelling paradigm that deliberately deviates from conventional linear structures, challenging established norms to present multiple perspectives and non-traditional viewpoints.

Alternative Narrative: Introduction

Table of Contents

Alternative narrative refers to different perspectives or interpretations of events, situations, or stories that deviate from the mainstream or commonly accepted version. These narratives challenge or offer alternatives to the dominant or traditional understanding of a particular subject. Alternative narratives can arise in various contexts, including history, politics, literature, and culture.

Alternative Narrative: Meaning and Concept

Alternative narrative : definition of a theoretical term.

“An alternative narrative refers to a divergent storytelling paradigm that deliberately deviates from conventional linear structures, challenging established norms to present multiple perspectives and non-traditional viewpoints. This theoretical construct aims to disrupt conventional storytelling methods, fostering critical thinking and prompting audiences to reevaluate pre-existing assumptions. Its essence lies in the intentional subversion of traditional narrative tropes, offering a dynamic and thought-provoking approach to exploring diverse scenarios and perspectives.”

Alternative Narrative: Theorists, Works and Argument

Roland Barthes: Barthes, in his seminal work “S/Z,” laid the groundwork for alternative narrative theories by deconstructing traditional storytelling structures and emphasizing the plurality of meanings in texts.
Jean-François Lyotard: Lyotard, particularly in “The Postmodern Condition,” contributed to the conceptualization of alternative narratives within a postmodern framework, highlighting the rejection of grand meta-narratives in favor of diverse, localized stories.
Julia Kristeva: Known for her work on intertextuality and semiotics, Kristeva’s theories, as presented in “Desire in Language,” explore the ways in which alternative narratives emerge through the interplay of different texts and cultural references.
“If on a winter’s night a traveler” by Italo Calvino: Calvino’s novel is a prime example of alternative narrative, weaving together multiple storylines and perspectives, challenging conventional reading experiences.
“House of Leaves” by Mark Z. Danielewski: This experimental novel disrupts traditional narrative structures, utilizing unconventional formatting and multiple narrators to create a disorienting yet immersive reading experience.
“Infinite Jest” by David Foster Wallace: Wallace’s complex narrative, characterized by non-linear storytelling and a web of interconnected subplots, serves as a notable exploration of alternative narrative techniques.

The argument within the realm of alternative narratives revolves around the assertion that traditional linear storytelling inadequately captures the complexity of human experiences and the diversity of perspectives.

Theorists argue that embracing alternative narratives allows for a more inclusive and reflective engagement with the intricacies of contemporary life, fostering critical thinking and challenging normative assumptions about storytelling.

This approach contends that by presenting fragmented, non-linear, and multifaceted narratives, alternative storytelling better mirrors the complexity and subjectivity inherent in the human experience.

Alternative Narrative: Key Characteristics

Diversity of Voices: Alternative narratives strive to include a variety of voices, perspectives, and experiences that may be marginalized or excluded in mainstream discourse. This diversity enriches the storytelling, providing a more comprehensive and nuanced understanding.
Critical Examination: These narratives involve a critical examination of established beliefs or dominant narratives. They question the status quo, inviting the audience to reevaluate their assumptions and consider different viewpoints.
Empowerment: Alternative narratives often aim to empower individuals or communities whose stories may have been overlooked or misrepresented. By giving a voice to the marginalized, these narratives seek to rectify historical imbalances of power and representation.
Complexity and Nuance: Instead of presenting a simplistic view of events, alternative narratives embrace complexity and nuance. They recognize that issues are often multifaceted, and solutions may not fit into neat, predefined categories.
Cultural Sensitivity: Alternative narratives are often culturally sensitive, acknowledging and respecting diverse cultural perspectives. They challenge stereotypes and promote a deeper understanding of different cultures and ways of life.
Social Justice Orientation: Many alternative narratives have a social justice orientation, advocating for equity, fairness, and inclusivity. They may highlight social injustices, inequalities, or human rights issues to inspire positive change.
Storytelling Innovation: Alternative narratives may experiment with unconventional storytelling techniques or structures. This innovation can captivate audiences and make the narrative more engaging, encouraging new ways of thinking.
Historical Revisionism: In some cases, alternative narratives involve a reevaluation of historical events, challenging established historical accounts and offering alternative interpretations that may have been overlooked or suppressed.
Intersectionality : Recognizing the interconnected nature of various social identities and systems of oppression, alternative narratives often adopt an intersectional approach. This involves understanding and addressing the overlapping and interdependent aspects of social categorizations such as race, gender, class, and sexuality.
Call to Action: Many alternative narratives don’t just tell a story; they inspire action. Whether it’s advocating for social change, promoting empathy, or encouraging critical thinking, these narratives often have a transformative purpose.

By embodying these characteristics, alternative narratives contribute to a more inclusive and comprehensive understanding of the world, fostering dialogue, empathy, and positive societal change.Bottom of Form

Alternative Narrative: Relevance in Literary Theories

These connections illustrate how alternative narratives are essential across a range of literary theories, providing diverse perspectives and enriching the discourse within each theoretical framework.

Alternative Narrative: Application in Critiques

Application of Alternative Narrative: In the critique of Beloved , alternative narratives can be explored to highlight the silenced voices of enslaved individuals and the impact of slavery on African American communities. Morrison’s use of non-linear storytelling and incorporating elements of magical realism challenges conventional historical narratives, providing a unique perspective on the trauma of slavery.
Application of Alternative Narrative: The critique of The Handmaid’s Tale can examine the alternative narrative presented through the protagonist’s perspective. Offred’s internal monologue challenges the dystopian regime’s narrative, offering a subversive viewpoint on gender oppression. Exploring alternative narratives within the novel can unveil layers of resistance and resilience against oppressive systems.
Application of Alternative Narrative: A critique of Márquez’s masterpiece can delve into the alternative narrative structures employed, such as magical realism and cyclical time. These alternatives challenge linear historical narratives and conventional perceptions of reality. By intertwining familial and societal stories, the novel provides a unique lens through which to view the complex history of the Buendía family and the town of Macondo.
Application of Alternative Narrative: Critiquing Kindred involves examining the alternative narrative technique of time travel. The protagonist’s involuntary journeys between the antebellum South and 1970s California disrupts traditional historical narratives. This alternative approach enables Butler to explore issues of slavery, power dynamics, and identity in a visceral and thought-provoking manner.

Alternative Narrative: Relevant Terms

Alternative narrative : suggested readings.

Morrison, Toni. Beloved. Vintage, 2004.
Atwood, Margaret. The Handmaid’s Tale . Anchor Books, 2017.
García Márquez, Gabriel. One Hundred Years of Solitude. Harper Perennial Modern Classics, 2006.
Butler, Octavia E. Kindred. Beacon Press, 2003.
Anzaldúa, Gloria. Borderlands/La Frontera: The New Mestiza. Aunt Lute Books, 2012.
Spivak, Gayatri Chakravorty. A Critique of Postcolonial Reason: Toward a History of the Vanishing Present. Harvard University Press, 1999.
Adichie, Chimamanda Ngozi. Half of a Yellow Sun. Anchor Books, 2007.
Lahiri, Jhumpa. The Namesake. Mariner Books, 2004.
Palacio, R. J. Wonder . Knopf Books for Young Readers, 2012.
Erdrich, Louise. The Round House. Harper Perennial, 2013.

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Morgan The Reader

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