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Maktivist Literacies: Black Women's Making, Activism, and Writing in DIY Spaces
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Maktivist Literacies: Black Women's Making, Activism, and Writing in DIY Spaces. |
| 개인저자 | Ife, Fahima I. |
| 단체저자명 | The University of Wisconsin - Madison. Curriculum & Instruction. |
| 발행사항 | [S.l.]: The University of Wisconsin - Madison., 2016. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2016. |
| 형태사항 | 201 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-01A. Dissertation Abstract International |
| ISBN | 9781085559195 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-01, Section: A.
Advisor: Winn, Maisha T. |
| 이용제한사항 | This item must not be sold to any third party vendors.This item must not be added to any third party search indexes. |
| 요약 | Black girls and women encounter everyday violence in academic spaces. Existing literature describes the ways in which Black girls are primarily understood by their teachers, classmates, and administrators through negative, stereotypical characterizations. While the literature primarily offers a dismal portrayal of Black girl's academic realities, there are a few cases that highlight the ways in which Black girls act as unique cultural producers. However, there is not enough literature that addresses the long-term psychic toll negative characterizations and bodily consumption has in the lives of Black girls and women. Even fewer studies describe the ways in which Black girls actively participate in material and cultural production rooted in healing and decoloniality. My qualitative, phenomenological case study addresses these gaps. Through qualitative interviewing, critical discourse analysis, and a field observation, I unveil how 7 Black women navigated aspects of confinement in academic settings, created spaces for freedom, built community despite isolation, moved within and across settings, and made space for social change. Through two overlapping thematic findings, BlackGirlDangerous and BlackGirlFree, I illuminate how Black girls' and women's literacies and cultural experiences converge and diverge within academic and community-based settings. Findings suggest academic spaces incite everyday violence, AntiBlackness, and a hypervisible spectacle of Black femininity, primarily at the peer level. In other words, findings suggest more research is needed to nuance sentiments of "community building" specifically at the peer level, especially in communities of difference. Notions of ongoing community-building and support are tantamount in the lives of Black girls who are negatively characterized by their teachers, classmates, and administrators, especially in secondary and postsecondary English courses where they are expected to participate in vulnerable communal activities such as Writer's Workshop. |
| 일반주제명 | Education. Rhetoric. Womens studies. Educational leadership. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
