Unpacking Black Feminist Pedagogy in Ethiopia

Autor/in	White, Aaronette M.
Titel	Unpacking Black Feminist Pedagogy in Ethiopia
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 21 (2011) 3, S.195-211 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
Schlagwörter	Foreign Countries; African Americans; Females; College Faculty; Social Theories; Feminism; Racial Identification; Identification (Psychology); Gender Issues; Social Change; Critical Thinking; Black Studies; Blacks; Student Attitudes; Cultural Differences; Context Effect; Self Destructive Behavior; Sociolinguistics; Homosexuality; Controversial Issues (Course Content); Ethiopia; United States + Suchen Sie Ihr Suchwort? Ausland; Afroamerikaner; Weibliches Geschlecht; Fakultät; Gesellschaftstheorie; Feminismus; Geschlechterfrage; Sozialer Wandel; Kritisches Denken; Black person; Schwarzer; Schülerverhalten; Kultureller Unterschied; Self destrucive behaviour; Selbstzerstörung; Soziolinguistik; Homosexualität; Controversial issues; Kontroverse; Äthiopien; USA
Abstract	Intersectionality takes into account how inequalities of race, gender, class, and sexuality "intersect," or work in combined ways, in the lives of Black women and other women of color. As a holistic teaching approach, it also has relevance for all people, male and female, straight and gay, rich and poor, and along the various continuums between those poles. The challenge, when incorporating Black feminist pedagogy into teaching, is to center Black women's experiences while simultaneously demonstrating their humanistic relevance to other women and men. Black feminist pedagogical practices also require their proponents to engage in honest interrogation of their own identities--who the instructor "is" has as much to do with how that instructor "represents" feminism. In this article, the author describes the classroom dynamics that developed when she integrated Black feminist pedagogical principles into her feminist theory course in Ethiopia, an African nation in which ancient and modern cultures meet but do not always converge. Black feminist pedagogy in an African context required the author constantly to link the local and the global--as well as the personal and the political--to the theoretical. (Contains 3 notes.) (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10