<p>To discuss and understand urban teaching and Black girls' pedagogies, the fundamenta... more <p>To discuss and understand urban teaching and Black girls' pedagogies, the fundamental premise is that Black girls are not monolithic, but complex and nonhomogenous. Black girlhood studies recognize that, because of their intersectional race, class, and gender status, Black girls have different experiences than Black boys and White girls. Core themes in Black girlhood include self-identity and socialization; beauty and self-expression; popular culture, hip hop, and stereotypes; violence; systemic discipline in schools; and resiliency and survival. Responding to the unique experiences of Black girls, Black women educators developed and adopted a pedagogy that focuses on and centers Black girls and Black girlhood in all their complexity. Using a strengths-based approach, Black girls' pedagogy is built on a Black feminist and womanist framework that recognizes the need for culturally informed curriculum and classroom experiences, more Black women educators, and a commitment to an ethics of care.</p>
Introduction The magnitude of Caribbean migration has had a tremendous impact on many Caribbean i... more Introduction The magnitude of Caribbean migration has had a tremendous impact on many Caribbean island states (Segal, 1987). Large-scale migration from the region has traditionally been theorized from an economic or socio-political perspective (McElory & Klaus de Alburquerque, 1990; Nurse, 2004; Thomas-Hope et al. 2009), which cites limited employment opportunities, economic hardships and political struggles as the main motivating factors for migration. Research has largely focused on understanding the effect that this out migration has had on Caribbean economies through issues such as brain drain and remittances. In terms of migration's social impact on Caribbean families and communities, traditionally it has been theorized as having a destabilizing effect. The first major wave of out migration from the region in the immediate post slavery period included men who went to work on banana/sugar estates or the Panama Canal and Railways and left behind their families. Women then beg...
A Caribbean „Feminist’s” Experience in Western Feminism. Andrea N. Baldwin* Summary: Feminist sch... more A Caribbean „Feminist’s” Experience in Western Feminism. Andrea N. Baldwin* Summary: Feminist scholars from the developing world have long written about the fracture between Western and developing world feminisms, where women from the developing world are often depicted as one monolithic group of oppressed “third world” women by feminists from the West. I posit in […]
In this chapter Baldwin and Johnson argue that co-mentoring, which they define as a type of non-h... more In this chapter Baldwin and Johnson argue that co-mentoring, which they define as a type of non-hierarchal partnership, is a successful strategy that black women at predominantly white institutions (PWIs) can utilize to resist marginalization. As they recount their own personal experiences in and outside of the academy dealing with microaggressions and exclusion, they underscore the influence of critical race theory, and black and transnational feminist theorizing in their journey toward this more egalitarian style of mentorship. In sharing their experiences and approaches to co-mentoring, Baldwin and Johnson provide methods for how black women at PWIs can benefit by developing similar relationships through authentic conversations. One of the main benefits, they posit, is the creation of counterspaces that lead to mutual empowerment.
<p>To discuss and understand urban teaching and Black girls' pedagogies, the fundamenta... more <p>To discuss and understand urban teaching and Black girls' pedagogies, the fundamental premise is that Black girls are not monolithic, but complex and nonhomogenous. Black girlhood studies recognize that, because of their intersectional race, class, and gender status, Black girls have different experiences than Black boys and White girls. Core themes in Black girlhood include self-identity and socialization; beauty and self-expression; popular culture, hip hop, and stereotypes; violence; systemic discipline in schools; and resiliency and survival. Responding to the unique experiences of Black girls, Black women educators developed and adopted a pedagogy that focuses on and centers Black girls and Black girlhood in all their complexity. Using a strengths-based approach, Black girls' pedagogy is built on a Black feminist and womanist framework that recognizes the need for culturally informed curriculum and classroom experiences, more Black women educators, and a commitment to an ethics of care.</p>
Introduction The magnitude of Caribbean migration has had a tremendous impact on many Caribbean i... more Introduction The magnitude of Caribbean migration has had a tremendous impact on many Caribbean island states (Segal, 1987). Large-scale migration from the region has traditionally been theorized from an economic or socio-political perspective (McElory & Klaus de Alburquerque, 1990; Nurse, 2004; Thomas-Hope et al. 2009), which cites limited employment opportunities, economic hardships and political struggles as the main motivating factors for migration. Research has largely focused on understanding the effect that this out migration has had on Caribbean economies through issues such as brain drain and remittances. In terms of migration's social impact on Caribbean families and communities, traditionally it has been theorized as having a destabilizing effect. The first major wave of out migration from the region in the immediate post slavery period included men who went to work on banana/sugar estates or the Panama Canal and Railways and left behind their families. Women then beg...
A Caribbean „Feminist’s” Experience in Western Feminism. Andrea N. Baldwin* Summary: Feminist sch... more A Caribbean „Feminist’s” Experience in Western Feminism. Andrea N. Baldwin* Summary: Feminist scholars from the developing world have long written about the fracture between Western and developing world feminisms, where women from the developing world are often depicted as one monolithic group of oppressed “third world” women by feminists from the West. I posit in […]
In this chapter Baldwin and Johnson argue that co-mentoring, which they define as a type of non-h... more In this chapter Baldwin and Johnson argue that co-mentoring, which they define as a type of non-hierarchal partnership, is a successful strategy that black women at predominantly white institutions (PWIs) can utilize to resist marginalization. As they recount their own personal experiences in and outside of the academy dealing with microaggressions and exclusion, they underscore the influence of critical race theory, and black and transnational feminist theorizing in their journey toward this more egalitarian style of mentorship. In sharing their experiences and approaches to co-mentoring, Baldwin and Johnson provide methods for how black women at PWIs can benefit by developing similar relationships through authentic conversations. One of the main benefits, they posit, is the creation of counterspaces that lead to mutual empowerment.
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