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The Need for Narrative Analysis in a "Fake News" World

Heroes, Villains, and Strangers:

The Need for Narrative Analysis in a "Imitation Media" World

In "When Narrative Matters More Than Truth, " Ashley Lamb-Sinclair argues that "Facts [ ] signify very little to the people caught up in storylines. " When it comes to creating ideologies and perceptions about the earth, narrative is more powerful than facts and figures. Human beings tend to believe that ideas that arise out of inner narratives, and these narratives are often based on limited personal experience. Within an era of "fake media, " there is a tendency for educators to give attention to fact-checking as a way for students to fight erroneous information. Lamb-Sinclair argues that fact-checking is not the most effective approach to addressing errors in understanding. Rather than putting an focus on facts and numbers, adults should train young people to analyze narratives and identify unreliable narrators, as well as heroes and villains.

Lamb-Sinclair argues that narratives shape beliefs, and minds are modified when narratives change. The author draws after her own experiences and provides two types of the way that narrative has damaged her own views. In senior high school, a love of historical narrative influenced the author so deeply that she chose to study background in college. Perhaps even more significantly, Sinclair's youngsters experience dealing with two Latino men who have been "a little more flirty than is probably appropriate to be toward a 17-year-old female" became the foundation of her own momentary prejudice against more aged Latino men. It wasn't until she shifted to Southern California and became "sisters" with Latina ladies in a sorority that she could form a new image of Latino men. Within the sorority, she "went on times with several men", and possessed "the best carne asada" from the father of her Latino good friend. These new activities caused her inside narrative about Latino men to change, and her perceptions transformed along with the narrative.

The writer also highlights that in an age of "fake reports, " an emphasis on fact-checking and trying to persuade people through facts is largely unsuccessful. Narrative is "rooted in the individuals experience, " and will continually be more powerful than "a collection of facts. " Even though people aren't conscious of being involved with narrative, they want to "connect with characters" and also to follow a plot to its end through multiple "layers of turmoil. " The fascination with story and narrative framework means that emphasizing the scope to which a assertion is factual has little impact on someone, if see your face has already created a narrative that contradicts the reality. Lamb-Sinclair offers an option to fact-checking: "The ultimate way to coach true understanding is not by instructing students facts (although that is still a valuable lesson); it is to teach them to analyze, as one does with elements of narrative. " The recent U. S. basic election has an exemplory case of how this alternative approach might succeed. Simply pointing out that "Donald Trump didn't assist in saving 2, 100 jobs with the Carrier package" may not be persuasive for someone who "has lost a job and become it back again. " Creating a new narrative that troubles someone's pre-existing narrative is a lot more likely to have an impact on causing you to definitely question his pre-existing views.

Lamb-Sinclair sees parents, and particularly instructors, as participating in an important role in educating more youthful people how to investigate narratives. Teachers must not only teach students how to be "critical thinkers who question the validity of facts, " but also how to dissect a narrative and to identify unreliable narrators. Educators must "expose students to various types of personas and plotlines from many perspectives, both fictional and real" for students to build up the analytical skills necessary to engage with real-world narratives. The author shows that if students are aware of heroes and villains from literature and history, they'll be equipped to recognize heroes and villains in true to life situations.

Sinclair illustrates her own determination to narrative by omitting facts and characters from her article and relying on personal narratives to illustrate her tips. The efficacy of the approach poignantly demonstrates how susceptible visitors are to being swept up in a narrative which makes use of only personal reviews and recent incidents. Sinclair never identifies any reports or facts when explaining the way that her perceptions of Latino men shifted as time passes, yet her story resonates with the reader and felt dependable and factual. The author areas that while nobody acquired "presented [her] with the reality, she understood a lot more of the story". Sinclair is critically aware that she has simply rewritten the initial narrative, implying that the storyline is ever changing and another set of experience could quickly modify what she believes.

Lamb-Sinclair recognizes that not everyone has the opportunity to transfer internal narratives through exposure to diverse people groupings or experiences. The writer says that while she was "lucky enough to experience other ethnicities, " the overall population is not fortunate. For that reason, Lamb-Sinclair writes to encourage the training system to teach students analytical skills to avoid another technology where the "facts mean very little. " If professors and other accountable adults fail to teach young people how to recognize unreliable narratives and real-world heroes or villains, prejudice and bigotry may take root in our world and permeate the ideologies of future years.

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