Community as rebellion. A syllabus for surviving academia as a woman of color.

Autor/in	García Peña, Lorgia
Titel	Community as rebellion. A syllabus for surviving academia as a woman of color.
Quelle	Chicago, Illinois: Haymarket Books (2022), XVII, 112 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781642596922 (Taschenbuch); 9781642597400 (gebundene Ausgabe); 9781642597196 (EPUB)
Schlagwörter	Biografie; USA; García Peña, Lorgia; Minority women college teachers; United States; African American women college teachers; Hispanic American women college teachers; Racism in higher education; Discrimination in higher education; Sex discrimination in higher education; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? Minority; Woman; Women; College teacher; College teachers; Minorität; Frau; Frauen; Lehrerin; Hochschullehrerin; USA; African Americans; College; Colleges; Teacher; Teachers; Afroamerikaner; Hochschule; Fachhochschule; Racism; Higher education; Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Discrimination; Diskriminierung; Benachteiligung; Sex; Geschlecht
Abstract	Course requirements -- Preface -- Course objective : On being "The One" -- Reading list : Complicity with Whiteness will not save you -- Midterm : Teaching as accompaniment -- Final exam : Ethnic Studies as anticolonial method. "A meditation on freedom making in the academy for women scholars of color. Weaving personal narrative with political analysis, Community as Rebellion offers a meditation on creating liberatory spaces for students and faculty of color within academia.Much like other women scholars of color, Lorgia García Peña has struggled against the colonizing, racializing, classist, and unequal structures that perpetuate systemic violence within universities. Through personal experiences and analytical reflections, the author invites readers-in particular Black, Indigenous, Latinx, and Asian women-to engage in liberatory practices of boycott, abolition, and radical community-building to combat the academic world's tokenizing and exploitative structures. García Peña argues that the classroom is key to freedom-making in the university, urging teachers to consider activism and social justice as central to what she calls "teaching in freedom": a progressive form of collective learning that prioritizes the subjugated knowledge, silenced histories, and epistemologies from the Global South and Indigenous, Black, and brown communities. By teaching in and for freedom, we not only acknowledge the harm that the university has inflicted on our persons and our ways of knowing since its inception, but also create alternative ways to be, create, live, and succeed through our work"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2022/3/08