Book•
Teaching to transgress : education as the practice of freedom
01 Jan 1994-
TL;DR: In this article, the authors discuss the importance of engaged pedagogy and teaching to transgress in a multiracial world, focusing on the teaching of new worlds and new words.
Abstract: Introduction: Teaching to Transgress 1. Engaged Pedagogy 2. A Revolution of Values: The Promise of Multicultural Change 3. Embracing Change: Teaching in a Multicultural World 4. Paulo Freire 5. Theory as Liberatory Practice 6. Essentialism and Experience 7. Holding My Sister's Hand: Feminist Solidarity 8. Feminist Thinking: In the Classroom Right Now 9. Feminist Scholarship: Black Scholars 10. Building a Teaching Community: A Dialogue 11. Language: Teaching New Worlds / New Words 12. Confronting Class in the Classroom 13. Eros, Eroticism, and the Pedgagogical Process 14. Ecstasy: Teaching and Learning Without Limits
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TL;DR: The authors conceptualized community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital, shifting the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focusing on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged.
Abstract: This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.
4,897 citations
Cites background from "Teaching to transgress : education ..."
...CRT is conceived as a social justice project that works toward the liberatory potential of schooling (hooks, 1994; Freire, 1970, 1973)....
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...…render People of Color invisible, then ‘Outsider’ knowledges (Hill Collins, 1986), mestiza knowledges (Anzaldúa, 1987) and transgressive knowledges (hooks, 1994) can value the presence and voices of People of Color, and can reenvision the margins as places empowered by transformative resistance…...
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TL;DR: Auto-ethnography as mentioned in this paper is an approach to research and writing that seeks to describe and systematically analyze personal experience in order to understand cultural experience and treat research as a political, socially-just and socially-conscious act.
Abstract: Autoethnography is an approach to research and writing that seeks to describe and systematically analyze personal experience in order to understand cultural experience. This approach challenges canonical ways of doing research and representing others and treats research as a political, socially-just and socially-conscious act. A researcher uses tenets of autobiography and ethnography to do and write autoethnography. Thus, as a method, autoethnography is both process and product.
URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108
1,453 citations
Cites background from "Teaching to transgress : education ..."
...As part ethnography, autoethnography is dismissed for social scientific standards as being insufficiently rigorous, theoretical, and analytical, and too aesthetic, emotional, and therapeutic (Ellis, 2009; hooks, 1994; Keller, 1995)....
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...…engaging, but also, by producing accessible texts, she or he may be able to reach wider and more diverse mass audiences that traditional research usually disregards, a move that can make personal and social change possible for more people (Bochner, 1997; Ellis, 1995; Goodall, 2006; hooks, 1994)....
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Journal Article•
TL;DR: The authors revisited debates on intersectionality in order to show that they can shed new light on how we might approach some current issues, such as the second Gulf war and US and the British occupation of Iraq.
Abstract: In the context of the second Gulf war and US and the British occupation of Iraq, many ‘old’ debates about the category ‘woman’ have assumed a new critical urgency. This paper revisits debates on intersectionality in order to show that they can shed new light on how we might approach some current issues. It first discusses the 19 th century contestations among feminists involved in anti-slavery struggles and campaigns for women’s suffrage. The second part of the paper uses autobiography and empirical studies to demonstrate that social class (and its intersections with gender and ‘race’ or sexuality) are simultaneously subjective, structural and about social positioning and everyday practices. It argues that studying these intersections allows a more complex and dynamic understanding than a focus on social class alone. The conclusion to the paper considers the potential contributions to intersectional analysis of theoretical and political approaches such as those associated with poststructuralism, postcolonial feminist analysis, and diaspora studies.
1,084 citations
TL;DR: The authors introduce a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research, arguing that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world.
Abstract: This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others’ racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system.
1,064 citations
TL;DR: The authors provide educators at all levels with a theoretical rationale for place-conscious education; they also discuss pedagogical pathways, and institutional challenges, to placeconsciousness, and conclude with an analysis of the possibilities for placeconscious education in an era that defines institutional accountability by standards and testing.
Abstract: This article provides educators at all levels with a theoretical rationale for place-conscious education; it also discusses pedagogical pathways, and institutional challenges, to place-consciousness. Drawing on insights from phenomenology, critical geography, bioregionalism, ecofeminism, and other place-conscious traditions, the author gathers diverse perspectives on “place” to demonstrate the profoundly pedagogical nature of human experience with places. Five “dimensions of place” are described that can shape the development of a socio-ecological, place-conscious education: (a) the perceptual, (b) the sociological, (c) the ideological, (d) the political, and (e) the ecological. After discussing these, the author reframes several place-conscious educational traditions. The article concludes with an analysis of the possibilities for place-conscious education in an era that defines institutional accountability by standards and testing.
1,019 citations