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The infamous rise in characterizations of white women as Becky(s)
is a modern phenomenon, different from past characterizations like
the Miss Anne types. But just who embodies the Becky? Why is it
important to understand, especially with regards to anti-racism and
racial justice? Understanding that learning, moreover even
discussing, dynamics of race and gender are oftentimes met with
discomfort and emotional resistance, this creative, yet theoretical
book merges social science analyses with literary short stories as
a way to more effectively teach about the impact of whiteness and
gender. Additionally, the book includes guiding questions so that
readers can critically reflect on the behaviors of Becky(s) and how
they impact the hope for racial harmony. Designed specifically for
both educational spaces and the larger society, the author, an
educational researcher and former classroom teacher, approaches the
topic of race and gender, specifically whiteness and white women,
in a nuanced manner. By borrowing from traditions found in critical
race theory and teacher education, this book offers both
counterstories and anecdotes that can help people better understand
the dynamics behind race and gender.
In The Lived Experience of African American Women Mentors:
Community Pedagogues, Wyletta Gamble-Lomax explores the lived
experiences of six African American female mentors working with
African American female youth. The works of philosophers Martin
Heidegger, Hans-Georg Gadamer, and Edward Casey are intertwined
with the writings of Black feminist scholars such as Patricia Hill
Collins and Audre Lorde, while Max van Manen guides the
phenomenological process with pedagogical insights and reminders.
Through individual conversations with each muse, the power in care
and the importance of listening in mentoring relationships is
uncovered as essential components. The significance of place, the
complexities of Black femininity, and the benefits of genuine
dialogue are all explored in ways that bring new understanding to
African American female experiences and how they connect to today's
educational climate. This study concludes with phenomenological
recommendations for educational stakeholders to pursue partnerships
with school, family and community.
In The Lived Experience of African American Women Mentors:
Community Pedagogues, Wyletta Gamble-Lomax explores the lived
experiences of six African American female mentors working with
African American female youth. The works of philosophers Martin
Heidegger, Hans-Georg Gadamer, and Edward Casey are intertwined
with the writings of Black feminist scholars such as Patricia Hill
Collins and Audre Lorde, while Max van Manen guides the
phenomenological process with pedagogical insights and reminders.
Through individual conversations with each muse, the power in care
and the importance of listening in mentoring relationships is
uncovered as essential components. The significance of place, the
complexities of Black femininity, and the benefits of genuine
dialogue are all explored in ways that bring new understanding to
African American female experiences and how they connect to today's
educational climate. This study concludes with phenomenological
recommendations for educational stakeholders to pursue partnerships
with school, family and community.
The infamous rise in characterizations of white women as Becky(s)
is a modern phenomenon, different from past characterizations like
the Miss Anne types. But just who embodies the Becky? Why is it
important to understand, especially with regards to anti-racism and
racial justice? Understanding that learning, even discussing,
dynamics of race and gender are oftentimes met with discomfort and
emotional resistance, this creative, yet theoretical book merges
social science analyses with literary short stories as a way to
more effectively teach about the impact of whiteness and gender.
Additionally, the book includes guiding questions so that readers
can critically reflect on the behaviors of Becky(s) and how they
impact the hope for racial harmony. Designed specifically for both
educational spaces and the larger society, the author, an
educational researcher and former classroom teacher, approaches the
topic of race and gender, specifically whiteness and white women,
in a nuanced manner. By borrowing from traditions found in critical
race theory and teacher education, this book offers both
counterstories and anecdotes that can help people better understand
the dynamics behind race and gender.
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