The Conscious Cultural Worker: Counter-Narratives of Black Women Artivists as Radical Educators uses narrative inquiry and Black feminist and womanist pedagogy to look at the teaching identities and lived experiences of Black women artivist educators in the current neoliberal anti-woke moment. Their counter-narratives are presented as vignettes to look at a certain time in the lives of Black women artists who use rap, spoken word, or visual art to turn public places like bars, clubs, galleries, lounges, and alleys into unofficial educational spaces that the author calls "Communities of Reciprocity" (CoR). This book adds to what is known about situated learning, teacher identity, and the co-creation of communities of practice by focusing on the point of view of Black women as conscious culture workers. It does this by bringing attention to the fact that culture work is a kind of conversation between creatives as expert practitioners and audiences as spect-actors, who co-create liberatory educative texts. In this book, Black women "work" the culture by challenging hegemonic discourse and hidden curricula wherever people who want to learn come together.
Most children come into life, initially at least, with a degree of trust that they are going to be treated fairly. The way a social order kills that sense of trust is often cumulative, overt and consciously executed.
In 2017, a white supremacist rally at the University of Virginia forced many to consider how much progress had been made in a country that, nine years prior, had elected its first Black president. Beyond these racial flashpoints, the increasingly polarized nature of US politics has reignited debates around the meaning of identity, citizenship, and acceptance in America today. In this pioneering book, Khalilah L. Brown-Dean moves beyond the headlines to examine how contemporary controversies emanate from longstanding struggles over power, access, and belonging. Using intersectionality as an organizing framework, she draws on current tensions such as voter suppression, the Me Too movement, the Standing Rock protests, marriage equality, military service, the rise of the Religious Right, protests by professional athletes, and battles over immigration to show how conflicts over group identity are an inescapable feature of American political development. Brown-Dean explores issues of citizenship, race, ethnicity, gender, sexual identity, and religion to argue that democracy in the United States is built upon the battle of ideas related to how we see ourselves, how we see others, and the mechanisms available to reinforce those distinctions. Identity Politics in the United States will be an essential resource for students and engaged citizens who want to understand the link between historical context, contemporary political challenges, and paths to move toward a stronger democracy.
When loving you is no longer an option, and those around you can't love you either, it seems like the end; the end of life, the end of self respect, the end of ever becoming what you always believed you could. Growing up in a world full of lust, addiction, rape, and self-hate; it was only time before Khalilah would come to the end of herself and start living her destiny
The Conscious Cultural Worker: Counter-Narratives of Black Women Artivists as Radical Educators uses narrative inquiry and Black feminist and womanist pedagogy to look at the teaching identities and lived experiences of Black women artivist educators in the current neoliberal anti-woke moment. Their counter-narratives are presented as vignettes to look at a certain time in the lives of Black women artists who use rap, spoken word, or visual art to turn public places like bars, clubs, galleries, lounges, and alleys into unofficial educational spaces that the author calls "Communities of Reciprocity" (CoR). This book adds to what is known about situated learning, teacher identity, and the co-creation of communities of practice by focusing on the point of view of Black women as conscious culture workers. It does this by bringing attention to the fact that culture work is a kind of conversation between creatives as expert practitioners and audiences as spect-actors, who co-create liberatory educative texts. In this book, Black women "work" the culture by challenging hegemonic discourse and hidden curricula wherever people who want to learn come together.
Jillian Ford and Nathalia Jaramillo edit a collection of writings by women that examine womanist worldviews in philosophy, theory, curriculum, public health, and education. Drawing on thinkers like bell hooks and Cynthia Dillard, the essayists challenge the colonizing hegemonies that raise and sustain patriarchal and male-centered systems of teaching and learning. Part One examines how womanist theorizing and creative activity offer a space to study the impact of conquest and colonization on the Black female body and spirit. In Part Two, the contributors look at ways of using text, philosophy, and research methodologies to challenge colonizing and colonial definitions of womanhood, enlightenment, and well-being. The essays in Part Three undo the colonial pedagogical project and share the insights they have gained by freeing themselves from its chokehold. Powerful and interdisciplinary, Disrupting Colonial Pedagogies challenges colonialism and its influence on education to advance freer and more just forms of knowledge making"--
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