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- Black Identity Development (1)
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Articles 1 - 6 of 6
Full-Text Articles in Education
Uplifting The Cultural And Ethical Desires Of A Student Of Color: An Intercultural Phenomenological Exploration Of Marginalized Desires In Teacher Education, Younkyung Hong
Taboo: The Journal of Culture and Education
In this study, I engage in the intercultural phenomenological analysis of discovering and naming marginalized and undervalued desires in a teacher education space. Based on Deleuze and Guattari’s (1987) conceptualization of desire, I challenge the understanding of desire as an absence or lack. I chose to focus on an Asian American female student’s story that has the power and potential to provoke awareness and prompt further examination and discussion about the complex realities of preservice teachers’ learning practices. This study highlights the value of adjusting the understanding of “what is manifested” in a phenomenological study to “what is not manifested?” …
Instruction, Identity, And Inclusivity: What Can Teacher Preparation Programs Learn From Gay Male Teachers In The South, Joseph R. Jones
Instruction, Identity, And Inclusivity: What Can Teacher Preparation Programs Learn From Gay Male Teachers In The South, Joseph R. Jones
Taboo: The Journal of Culture and Education
Abstract: In this article, the author discusses a qualitative research study that examined southern gay male teachers’ beliefs about the intersectionality of sexuality, gender identity, and pedagogy in secondary classrooms. For this discussion, three important themes emerged from the data analysis: instruction, identity, and inclusivity. The study utilized individual unstructured interviews, unstructured focus group interviews, classroom observations with field notes, and a research journal. The findings offer suggestions for teacher preparation programs to consider when preparing teacher candidates for the profession.
Cutting As A Literacy Practice: Exploring The Fractured Body, Desire And Rage Through Queer And Trans*+ Youth Embodiments, Bess Van Asselt
Cutting As A Literacy Practice: Exploring The Fractured Body, Desire And Rage Through Queer And Trans*+ Youth Embodiments, Bess Van Asselt
Taboo: The Journal of Culture and Education
By attending to the ways in which cutting manifests in the life histories of three queer and trans*+ youth of color, I argue that cutting is a literacy practice. I focus on the life histories of three youth, Jay, Harper and Sam, who have different experiences, reasons for, and reactions to their cutting. With each story, we learn something new about the act and how it pushes us to the brink of literacy pedagogy. Jay’s narrative forces us to reckon with youth who refuse to or cannot maintain their bodily integrity. Harper’s story brings to the fore the violence of …
Narrative Inquiry Chopped And Screwed: The Case Of The Curious Teachers, Nick Kasparek, Emily J. Lahr
Narrative Inquiry Chopped And Screwed: The Case Of The Curious Teachers, Nick Kasparek, Emily J. Lahr
Taboo: The Journal of Culture and Education
No abstract provided.
A Study Of Chinese University English Teachers’ Subjectivity In A Neoliberal Eap Policy Implementation: From A Foucauldian Perspective, Yulong Marvin Li, Yixuan Feng, Xiaojing Liu
A Study Of Chinese University English Teachers’ Subjectivity In A Neoliberal Eap Policy Implementation: From A Foucauldian Perspective, Yulong Marvin Li, Yixuan Feng, Xiaojing Liu
Taboo: The Journal of Culture and Education
Human capital has had a considerable influence on the education policies in China. In this paper, a new policy of the Shanghai Education Bureau is described in which universities were strongly recommended to replace their English in general education programs with an English for Academic Purposes (EAP) one, in order to produce talent for regional and national development. Using a Foucauldian perspective to explore the extent the teachers were subjectified by the Shanghai EAP Policy. The teachers had demonstrated their subjectivity, particularly via critiquing, questioning the discourse, and mediating their EAP teaching. Teachers’ praxis becomes useful in helping them to …
A Mixed-Methods Analysis Of Educational Spaces And Black Identity Development, Kala Burrell-Craft, Danielle R. Eugene
A Mixed-Methods Analysis Of Educational Spaces And Black Identity Development, Kala Burrell-Craft, Danielle R. Eugene
Taboo: The Journal of Culture and Education
Guided by Critical Race Theory, Racial Space Theory, and Black Identity Development through the lens of the Nigrescence model, this mixed-methods study explored the links between educational spaces/places and Black identity development in a sample of Black professional adults (n=39). Correlation analysis revealed a weak positive relationship between space and Black racial identity and little to no correlational effect between place and Black racial identity. Three themes were identified: educational spaces, HBCU versus PWI debate, and stages of Black identity development with each providing more depth of understanding of how educational spaces influence Black identity development. Study implications are discussed.