Practicing Liberatory Pedagogy

2012 ◽  
Vol 12 (2) ◽  
pp. 96-108 ◽  
Author(s):  
Dalia Rodriguez ◽  
Afua O. Boahene ◽  
Nicole Gonzales-Howell ◽  
Juliann Anesi
Keyword(s):  
Social Justice ◽  
Predominantly White ◽  
Women Of Color ◽  
Classroom Practice ◽  
White Student ◽  
Student Resistance ◽  
Policy Recommendations ◽  
Bell Hooks ◽  
Patricia Williams ◽  
Experiences Of Women

Following the works of Patricia Williams, bell hooks, and other feminist scholars of color, we address what it means for women of color teaching social justice issues in predominantly white classrooms. Very little research has been done to illuminate the challenges women of color face in classrooms and what this means for liberatory practice. We grapples with the question, “What are the particular experiences of women of color from various racial and ethnic backgrounds with white student resistance, specifically in relation to issues of authority?” We also provide recommendations for classroom practice as well as address policy recommendations to structurally support women of color.

scholarly journals Dispositions that matter: Investigating criminalized women’s resettlement through their (trans)carceral habitus

2021 ◽  
pp. 174889582110173
Author(s):  
Kaitlyn Quinn
Keyword(s):  
Public Health ◽  
Qualitative Research ◽  
Social Justice ◽  
Health Safety ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
Theoretical Innovation ◽  
The Impact ◽  
Experiences Of Women ◽  
Feminist Work

Whether prisoner resettlement is framed in terms of public health, safety, economic prudence, recidivism, social justice, or humanitarianism, it is difficult to overstate its importance. This article investigates women’s experiences exiting prison in Canada to deepen understandings of post-carceral trajectories and their implications. It combines feminist work on transcarceration and Bourdieusian theory with qualitative research undertaken in Canada to propose the (trans)carceral habitus as a theoretical innovation. This research illuminates the continuity of criminalized women’s marginalization before and beyond their imprisonment, the embodied nature of these experiences, and the adaptive dispositions that they have demonstrated and depended on throughout their lives. In doing so, this article extends criminological work on carceral habitus which has rarely considered the experiences of women. Implications for resettlement are discussed by tracing the impact of criminalized women’s (trans)carceral habitus (i.e. distrust, skepticism, vigilance about their environments and relationships) on their willingness to access support and services offered by resettlement organizations.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

scholarly journals Intersectionality, Identity Politics and Violence Against Women of Color

2006 ◽  
Author(s):  
Kimberlé Williams Crenshaw
Keyword(s):  
Violence Against Women ◽  
Identity Politics ◽  
Women Of Color ◽  
White Women ◽  
Racial Violence ◽  
People Of Color ◽  
Racial Stratification ◽  
Race And Gender ◽  
And Gender ◽  
Experiences Of Women

Identity-based politics has been a source of strength for people of color, gays and lesbians, among others. The problem with identity politics is that it often conflates intra group differences. Exploring the various ways in which race and gender intersect in shaping structural and political aspects of violence against these women, it appears the interests and experiences of women of color are frequently marginalized within both feminist  and antiracist discourses. Both discourses have failed to consider the intersections of racism and patriarchy. However,  the location of women of color at the intersection of race and gender makes our actual experience of domestic violence, rape, and remedial reform quite different from that of white women. Similarly, both feminist and antiracist politics have functioned in tandem to marginalize the issue of violence against women of color. The effort to politicize violence against women will do little to address the experiences of nonwhite women until the ramifications of racial stratification among women are acknowledged. At the same time, the anti-racist agenda will not be furthered by suppressing the reality of intra-racial violence against women of color. The effect of both these marginalizations is that women of color have no ready means to link their experiences with those of other women.

Leaning On Our Academic Shields of Gendered Support

2022 ◽  
Vol 40 (1) ◽  
pp. 29-57
Author(s):  
Soribel Genao ◽  
Angie Beeman ◽  
Tsedale M. Melaku
Keyword(s):  
At Risk ◽  
Women Of Color ◽  
White Male ◽  
Academic Departments ◽  
Theoretical Research ◽  
Racial Oppression ◽  
Gender Inequity ◽  
Male And Female ◽  
Experiences Of Women

Intersectionality reminds us that women of color face a particular kind of marginalization due to both gendered and racial oppression and underrepresentation. As such, they are more often “presumed incompetent” and may not feel as innately supported in social and professional structures as their white male and female counterparts. Additionally, the silencing effect of being one of very few women of color in academic departments puts us at risk for further marginalization, requiring that we engage in significant invisible labor that is neither recognized nor compensated. Grounded on our intersectionalities, we discuss our respective trajectories within our own fields and research, beginning with research that emphatically perpetuates the cycle of gender inequity in the academy. The discussion is then supported by analyzing the theoretical research on the salience of race, gender, and other axes of identity for the experiences of women of color. As authors, we present these narratives in an attempt to engage with ways of reflexivity that are, especially for women of color in academia, not usually discussed.

Womanist Inquiry for Social Justice in Curriculum

2021 ◽  
Author(s):  
Sabrina N. Ross
Keyword(s):  
Social Justice ◽  
Black Women ◽  
Women Educators ◽  
Women Of Color ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Survival Strategies ◽  
Multiple Systems ◽  
Informal Curriculum ◽  
Black Women Educators

Womanism is a social justice-oriented standpoint perspective focusing on the unique lived experiences of Black women and other women of color and the strategies that they utilize to withstand and overcome racialized, gendered, class-based, and other intersecting forms of oppression for the betterment of all humankind. Much of Womanist inquiry conducted in the field of education focuses on mining history to illuminate the lives, activism, and scholarly traditions of well-known and lesser-known Black women educators. Womanist inquiry focusing on the lives and pedagogies of Black women educators serves as an important corrective, adding to official historical records the contributions that Black women and other women of color have made to their schools, communities, and society. By providing insight into the ways in which processes of teaching and learning are understood and enacted from the perspective of women navigating multiple systems of oppression, Womanist inquiry makes a significant contribution to studies of formal curricular processes. Womanist inquiry related to informal curriculum (i.e., educational processes understood broadly and occurring outside of formal educational settings) is equally important because it offers alternative interpretations of cultural productions and lived experiences that open up new spaces for the understanding of Black women’s lived experiences. A common theme of Womanist curriculum inquiry for social justice involves physical and geographic spaces of struggle and possibility. Indeed, many of the culturally derived survival strategies articulated by Womanist scholars focus on the possibilities of working within the blurred boundaries and hybridized spaces of the in-between to achieve social justice goals. In addition to the provision of culturally congruent survival strategies, Womanist inquiry also provides sources of inspiration for contemporary Black women and other women of color engaged in curriculum work for social justice. The diverse forms of and approaches to Womanist inquiry in curriculum point to the fruitfulness of using Womanism to understand the intersectional thoughts and experiences of Black women and other women of color in ways that further social justice goals.

Second to None

2019 ◽  
pp. 211-225 ◽  
Author(s):  
Ginny Jones Boss ◽  
Tiffany J. Davis ◽  
Christa J. Porter ◽  
Candace M. Moore
Keyword(s):  
Black Women ◽  
Women Of Color ◽  
Structuration Theory ◽  
Contingent Faculty ◽  
Full Time ◽  
Critical Race Feminism ◽  
Policy And Practice ◽  
Gender And Age ◽  
Barriers And Opportunities ◽  
Experiences Of Women

The purpose of this chapter is to foreground the experiences of women of Color who serve in full-time, contingent faculty roles and interrogate the policies and practices that present both barriers and opportunities for these faculty members within the academy. Using a conceptual framework of previous literature in combination with critical race feminism and structuration theory, the authors discuss the ways in which identity (race, gender, and age) and position (contingent vs. tenure-track) influence faculty life and teaching. Throughout this discussion, the authors also introduce results from a study they conducted on Black women contingent faculty. The chapter concludes with the authors offering suggestions for institutional policy and practice.

Problematizing Authentic Leadership: A Collaborative Autoethnography of Immigrant Women of Color Leaders in Higher Education

2017 ◽  
Vol 19 (4) ◽  
pp. 393-406 ◽  
Author(s):  
Faith Wambura Ngunjiri ◽  
Kathy-Ann C. Hernandez
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
Women Of Color ◽  
Authentic Leadership ◽  
Immigrant Women ◽  
Social Identities ◽  
Relational Concept ◽  
Institutional Contexts

The Problem Authentic leadership literature is often seen as acontextual and unproblematic—leaders merely need to “know thyself” and “to thine own self be true.” Even when scholars like Eagly argue authenticity is a relational concept, it remains uncontextualized for those whose social identities set them apart from the majority within organizations and society. The Solution Through this collaborative autoethnography, we aim to illustrate the complexity of enacting authentic leadership as immigrant women of color who are leaders within predominantly White institutional contexts. The Stakeholders One audience for this article is other women of color with whom our experiences may resonate. A broader audience includes those in power within organizations who might use this article as fodder for crafting more inclusive spaces that support both the development of authentic leaders and the practice of relational authenticity.

Sign in / Sign up

Export Citation Format

Share Document