Mobilizing betrayal: Black feminist pedagogy and Black women graduate student educators

ArCasia D. James‐Gallaway and Francena F. L. Turner

Gender, Work and Organization, 2021, vol. 28, issue S1, 24-38

Abstract: This article addresses Black women graduate students' educational labor in higher education teacher training programs. We ground this reflective account of our respective teaching praxis in the educational betrayal we endured as younger students, connecting it to our engagement of Black feminist pedagogy. We illustrate how this praxis empowered us as undergraduate educators to implement pedagogies of equity and justice. Employing a structured vignette analysis framework, we draw on a Black feminist paradigm and Black feminist autoethnography to examine field notes of our teaching praxis. These two field notes, one from Francena and one from ArCasia, demonstrate challenges that emerged in our instruction of mostly white undergraduates. Despite the precarious nature of our political and professional positions, we discuss why working toward an anti‐oppression praxis remains our ultimate pedagogical aim.

Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://doi.org/10.1111/gwao.12554

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bla:gender:v:28:y:2021:i:s1:p:24-38

Ordering information: This journal article can be ordered from
http://www.blackwell ... bs.asp?ref=0968-6673

Access Statistics for this article

Gender, Work and Organization is currently edited by David Knights, Deborah Kerfoot and Ida Sabelis

More articles in Gender, Work and Organization from Wiley Blackwell
Bibliographic data for series maintained by Wiley Content Delivery ().