A disrupting darkness: youth resistance as racial wisdom

Paperson, La

doi:10.1080/09518398.2011.632786

Cited by 6 publications

(4 citation statements)

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“…This work also considers resistance as generated through a wisdom of ancient and ancestral knowledge (Anzaldua, 2002; Delgado Bernal, 2002), a racial wisdom (Paperson, 2011). Student racial wisdom is experiential and embodied knowledge about the social world.…”

Section: Theoretical Orientationsmentioning

confidence: 99%

“…People of color use “lived experience as a knowledge base to understand, critique, and challenge systemic oppression and theorize identity, sexuality, the body, resistance, healing, transformation, and empowerment” (Huber & Cueva, 2012, p. 395). The experiences, insights, and interpretations that emanate from a racialized experience, then, is a way of knowing the world and thus race is a “well of knowledge” (Paperson, 2011, p. 813). In this sense, race is redefined beyond phenotype or skin color, race becomes a “legacy of standpoint wisdoms in all their depth, complexity, and intersectional difference” (Paperson, 2011, p. 806).…”

Section: Theoretical Orientationsmentioning

confidence: 99%

“…The experiences, insights, and interpretations that emanate from a racialized experience, then, is a way of knowing the world and thus race is a “well of knowledge” (Paperson, 2011, p. 813). In this sense, race is redefined beyond phenotype or skin color, race becomes a “legacy of standpoint wisdoms in all their depth, complexity, and intersectional difference” (Paperson, 2011, p. 806).…”

Section: Theoretical Orientationsmentioning

confidence: 99%

“…. .” (Paperson, 2011, p. 813) that emanate from a theory in the flesh (Moraga & Anzaldúa, 2015) and create counter narratives that work to “trouble the school game, to resist emerging as racially legible . .…”

Section: Literature On Resistancementioning

confidence: 99%

See 3 more Smart Citations

“That Sure is Racist”: Classroom Race Talk as Resistance

Sosa

2019

Education and Urban Society

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This work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom discussions indicate student resistance is captured in the naming of what is often left silent or often silenced. Through transgressing evasion and silence, students’ counter stories and experiences shared in the classroom named social realities inscribed in their day-to-day experiences, as well as how schools are complicit in silencing the lives and history of Black and indigenous people. This work demonstrates the importance of situating resistance as counter narratives that work to reconfigure interpretations of personal and social identities situated more completely within embodied experiences.

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Section: Theoretical Orientationsmentioning

confidence: 99%