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Full-Text Articles in Education
Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis
Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis
Occasional Paper Series
Black and brown girls remain too often at the margins not only in society at large and in our schools but also in our research and writing about schools. Herein we argue for careful consideration of the specific ways that their raced and gendered identities render these girls vulnerable and put them in jeopardy so that educators and scholars do not become complicit in their marginalization. We focus on dynamics of invisibility and hypervisibility. While these dynamics may seem to be diametrically opposite, both involve the process of what scholar Nancy Fraser (2000) calls “misrecognition” (p. 113).
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Occasional Paper Series
This paper raises questions about teachers’ interventions into children’s exchanges around gender in elementary classrooms. Masuchika Boldt argues that gender is ever-present in the classroom and children are constantly making assertions about the meaning of gender and the authenticity of their own and others’ gender performances. She speaks to the question, “If a teacher does interpret this exchange as being at least in part about gender, what, if any, response is called for?”
“White People Are Gay, But So Are Some Of My Kids”: Examining The Intersections Of Race, Sexuality, And Gender, Stephanie A. Shelton
“White People Are Gay, But So Are Some Of My Kids”: Examining The Intersections Of Race, Sexuality, And Gender, Stephanie A. Shelton
Occasional Paper Series
A significant body of research examines the roles and characteristics of teachers who identify as allies to lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Literature notes LGBTQ students’ vulnerability but often excludes students’ racial identities as relevant to LGBTQ identities. Drawing on queer theory and a longitudinal study, this paper examines through individual and focus group interviews the ways that a novice English Education teacher shifted from a bifurcated understanding of race as separate from LGBTQ topics to a position that fully embraced the importance of race as a factor in both serving LGBTQ students and teaching LGBTQ-positive topics.
Introduction: Delicate Moments, Gail Boldt
Introduction: Delicate Moments, Gail Boldt
Occasional Paper Series
No abstract provided.
The Gendered Image : An Art And Literature Based Curriculum For High School Audiences, Emily Erwin-Mcguire
The Gendered Image : An Art And Literature Based Curriculum For High School Audiences, Emily Erwin-Mcguire
Graduate Student Independent Studies
This curriculum uses images, artwork, literature and media to facilitate conversations to build knowledge and understanding about feminism and self-identity. It is designed to be used by educators of high school students in school, museum or after school settings.