&lt;em&gt;Recounting Racism, Resistance, and Repression: Examining the Experiences and #Hashtag Activism of College Students with Critical Race Theory and Counternarratives&lt;/em&gt;

Reynolds, Rema; Mayweather, Darquillius

doi:10.7709/jnegroeducation.86.3.0283

Cited by 44 publications

(31 citation statements)

References 42 publications

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“…Therefore, what is experienced satisfies the criteria for knowledge (Delgado & Stefanic, 2001;Solorzano & Yosso, 2002;Taylor, 1998). By employing CRT, the "agentic power" (Reynolds & Mayweather, 2017) of the participants is recognized, thereby challenging discourse that portrays Black youth as apathetic, dysfunctional, and deficient (Baldridge, 2014;Halpern, 2002;Spencer, 2012). This view shares with phenomenological approaches the belief that meaning making is understood to be perspectival and contextual (Heidegger, 1927(Heidegger, /1962J.…”

Section: Methodsmentioning

confidence: 99%

They #Woke: How Black Students in an After-School Community-Based Program Manifest Critical Consciousness

Sulé

Nelson

Williams

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Though Black Americans have long suffered under racial tyranny, they have made valiant efforts to subvert policies and practices that encroach on their humanity. Nevertheless, systemic racism has been virtually unyielding—creating both racial hierarchies and disparities in access to resources and wellness. Programs designed to address the condition of Black people, particularly Black youth, often employ deficit or dysfunctional logic, thereby ignoring the sociohistorical context in which Black youth navigate. Furthermore, not enough attention is given to the ways that culturally centered approaches ignite critical consciousness among Black youth in ways that are aligned with the tradition of the Black American abolitionist mindset. Purpose We build on the discourse on community-based youth programs and critical consciousness development by using frameworks that elevate race and culture in analyzing how Black youth make sense of their racialized experiences. Additionally, our explication challenges the overriding deficit focus of Black youth experiences within and outside school contexts by providing a nuanced view of Black youth agency. Research Design With critical race theory as the epistemic foundation, this study sought to foreground counternarratives among youth participants of a culturally centered, community-based program. Thus, we used semistructured interviews as our primary data source. Using a three-stage analytical process, we sought to understand if and how critical consciousness manifests within this youth community. Conclusions/Recommendations The study demonstrates the value of foregrounding African American culture and history to fortify the values of collectivism, self-determination, purpose, responsibility, empowerment, creativity, and faith among Black youth. The authors propose that educators collaborate with community-based Black culture and youth development experts to support dialogical, student-centered spaces that impart culturally centered knowledge about Black Americans. Furthermore, the authors advocate for professional development in asset-based pedagogies as a means to enhance belongingness among Black students.

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Section: Methodsmentioning

confidence: 99%

They #Woke: How Black Students in an After-School Community-Based Program Manifest Critical Consciousness

Sulé

Nelson

Williams

2021

Teachers College Record: The Voice of Scholarship in Education

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“…Research also finds that participatory politics, defined as peer-based and interactive online political activity, both is effective and can increase traditional political participation among youth (Cohen and Kahne 2012). On college campuses, students have used social media to communicate about protest in response to racist events on campus and publicize incidents of microaggressions (Reynolds and Mayweather 2017; Smith, Yosso, and Solórzano 2007).…”

Section: Introductionmentioning

confidence: 99%

Digital Resistance: How Online Communication Facilitates Responses to Racial Microaggressions

Eschmann

2020

Sociology of Race and Ethnicity

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Recent research finds negative impacts of racial microaggressions, defined as racial slights, on a variety of outcomes. Targets of racial microaggressions often report feeling pressured to remain silent in the face of these subtle interactions, which can be coded as aracial by perpetrators or bystanders. This article explores the ways Internet-based communication can change this dynamic and structure distinct responses to racial microaggressions. Drawing on in-depth interviews with undergraduate students of Color, I find that in some online spaces, students of Color have access to unique technology-based tools that increase their perceived and actual capacity to respond critically to racial microaggressions. I discuss implications for understanding online racial discourse and resistance on college campuses and beyond.

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“…This reframing, this seeming control over their personhood is embodied within such rebellion. When students walk out of class (Reynolds and Mayweather, 2017), when they protest the university’s policies (Rhoads, 2016), when they enact social media campaigns (Bonilla and Rosa, 2015), they endeavor to (re)frame their existence in light of their consciousness, in spite of their felt and experienced powerlessness. In other words, as students are forced into college by economic, psychological and social prerequisite, some students simultaneously, incessantly and inanely rebel against such control as a way of remaining ‘whole’ (Camus, 1983).…”

Section: Discussionmentioning

confidence: 99%

Reflections on student power: An absurdist viewpoint

Bierdz

2020

Power and Education

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This exploration takes a look at how students in higher education are disempowered through regimes of social power that are always already extant and ubiquitous within educational regimes. Moreover, this exploration pays particular interest and attention to students in higher education because in many cases throughout relevant research, these student populations are conceived as being the most empowered students within a broad educational landscape, which this piece foundationally challenges. Fundamentally, this article uses a Camusian or Absurdist notion of power and social identity to make sense of how students in higher education take up space within seemingly disempowered educational spaces only to insistently and futilely call to themselves and other students as empowered, although such insistences are empty fallacies of specific social humanities hailing towards their only perceived means of ‘valuable’ social interaction defined by modern conceptions of humanity always already within power relations.

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<em>Recounting Racism, Resistance, and Repression: Examining the Experiences and #Hashtag Activism of College Students with Critical Race Theory and Counternarratives</em>

Cited by 44 publications

References 42 publications

They #Woke: How Black Students in an After-School Community-Based Program Manifest Critical Consciousness

They #Woke: How Black Students in an After-School Community-Based Program Manifest Critical Consciousness

Digital Resistance: How Online Communication Facilitates Responses to Racial Microaggressions

Reflections on student power: An absurdist viewpoint

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