“I Just Love Black People!”: Love, Pleasure, and Critical Pedagogy in Urban Teacher Education

Ohito, Esther O.

doi:10.1007/s11256-018-0492-7

Cited by 25 publications

(17 citation statements)

References 33 publications

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“…In education, literature on social justice is rife with calls for recognition and redistribution. Arguments for recognition include discussions of the need for students to experience a diversity of perspectives (Sleeter, 1997) and role models (Bristol, 2015), opportunities to discuss issues relating to oppression, human rights, and justice (Ladson-Billings, 1995), and opportunities to feel cared for, appreciated, and nurtured by adults (Caraballo & Soleimany, 2019;Cariaga, 2019;McArthur & Lane, 2019;Nasir, Givens, & Chatmon, 2019;Ohito, 2019;Robinson-Morris, 2019). North (2008) and Fraser (1997) argue that neither redistribution nor recognition alone is adequate because ''students require both respect and adequate social goods to develop, pursue and achieve their academic and life goals'' (North, 2008(North, , p. 1187.…”

Section: Social Justice Educationmentioning

confidence: 99%

Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education

Kavanagh

Danielson

2019

American Educational Research Journal

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Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers’ K–6 classroom instruction, together with novices’ written reflections on videos. Data were collected during a university-based, accelerated teacher credentialing program. Analyses of videos of teacher education coursework revealed that while teacher educators frequently represented, decomposed, and approximated teaching practice, they rarely did so when discussing social justice issues. In a mirror-image finding, analyses of videos of (and reflections on) novices’ subsequent K–6 teaching revealed that novices rarely identified instructional decisions during which they attended to social justice issues.

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Section: Social Justice Educationmentioning

confidence: 99%

Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education

Kavanagh

Danielson

2019

American Educational Research Journal

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“…As an antidote to what Tuck (2009) might call damage‐centered research, it can be a search for goodness (Lawrence‐Lightfoot & Davis, 1997) in collaboration with participants. Intentionally rebelling against dominant ideologies, portraiture highlights what has too often been obfuscated and misconstrued by dominant research, particularly when describing nondominant women (Dixson et al, 2005; Ohito, 2019). Importantly, through portraiture, an incompleteness is made apparent, visibilizing that, although researchers have insights, they are not the only knowers (Dixson et al, 2005).…”

Section: Methods and Methodologymentioning

confidence: 99%

“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood

Player

2021

Reading Research Quarterly

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In this article, I build off of AsianCrit, WOC, and AsAm feminisms, and theories of literacies that unpack dynamic processes of meaning making rooted in cultural, linguistic, gendered, and raced practices. Much of the theoretical basis of this article arises from possibilities forged by the work of Black and Latina theorists ho have developed frameworks to better under stand GOC and WOC beauty and brilliance. I stand with these scholars and with often obscured AsAm woman theorists "People Get Mistaken": Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood | 433

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“…into a theory of justice" (Nash, 2013, p. 3). Black feminist love-politic is as follows: racialized: rooted in Black women's experiences with gendered and racialized oppression; affective: refusing the binary between emotions and resistance; and erotic: entailing corporeality and eros as an embodied desire (Ohito, 2019).…”

Section: Black Feminist Traditions Of Affective Politicsmentioning

confidence: 99%

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

Rifino

Sugarman

2022

JME

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Purpose Amid the COVID-19 pandemic, including contact restrictions and the switch to virtual classes, loneliness has become a pressing concern for college students and their learning. This study aims to interrogate current discussions about college student loneliness through the lens of Black feminist love-politics to reimagine online pedagogical practices. Design/methodology/approach Using a broad literature base and anecdotes from personal teaching experiences, the authors contend that Black Feminist perspectives on love, care and solidarity can illuminate the sociopolitical dimensions of loneliness in pedagogically productive ways. Findings The authors explore various pedagogical practices that are inspired by Black feminist approaches that aim to promote solidarity, love and care in either virtual or in-person classrooms. These pedagogical suggestions result from the authors’ teaching experiences amid online learning and current literature in education. Practical implications The authors seek to support educators’ understanding of the most pervasive yet misunderstood emotional experiences of student learning amid the COVID-19 pandemic. This paper explores strategies for addressing feelings of loneliness within online learning-related contexts in higher education. This discussion will be particularly relevant for educators and students from historically marginalized populations. Originality/value This work focuses on the plight of community college students, a demographic that has not garnered enough attention in the educational research concerning this pandemic. In addition, this paper offers an account of loneliness that aligns with the political and ideological crisis of today and places it in conversation with Black feminist thought.

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“I Just Love Black People!”: Love, Pleasure, and Critical Pedagogy in Urban Teacher Education

Cited by 25 publications

References 33 publications

Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education

Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education

“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood

Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning

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