"Fool Me Once, Shame on You; Fool Me Twice, Shame on Me": African American Students' Reclamation of Smartness as Resistance

Autor/in	Twyman Hoff, Pamela
Titel	"Fool Me Once, Shame on You; Fool Me Twice, Shame on Me": African American Students' Reclamation of Smartness as Resistance
Quelle	In: Race, Ethnicity and Education, 19 (2016) 6, S.1200-1208 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1168542
Schlagwörter	African American Students; Intelligence; Minority Group Students; Racial Identification; Racial Attitudes; Stereotypes; Ethnicity; African American Education; Critical Theory; Race; Student Attitudes; Oral Tradition; African American Culture; Cultural Influences; College Students; Semi Structured Interviews; Questionnaires; Ethnography; Resistance (Psychology) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Intelligenz; Klugheit; Rassenfrage; Klischee; Ethnizität; Kritische Theorie; Rasse; Abstammung; Schülerverhalten; Oral history; Mündliche Überlieferung; Cultural influence; Kultureinfluss; Collegestudent; Fragebogen; Ethnografie; Resistenz
Abstract	In African American culture competing value systems shape the definition and value of smartness. This article will explore African American "sayins" as a tool to transmit the counter-hegemonic cultural value of smartness. "Sayins," a facet of the African American oral tradition, are drawn from the deep structures of African American culture. Like proverbs and parables "sayins" are linguistic tools which function to transmit cultural knowledge and govern modes of behavior. African American "sayins" are imbued with an awareness of the contradicted lived experience and consequent values of resistance. The exploration of these funds of knowledge makes transparent the value and definition of smartness aligned with the principles of transformative resistance. Unpacking and reframing smartness within the cultural and epistemological context of the African American experience works in opposition to debilitating normative ways of knowing which inform teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01