Praising twerk: Why aren’t we all shaking our butt?

Toth, Lucille

doi:10.1177/0957155817710427

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…They both also participated in an arts‐based after‐school program, which cultivated collaboration between teachers of various subjects and artists, and it was there that they first learned that they shared dancer identities with Mindy. Jasmine was known around the school for her ability to “twerk,” a move that involves rapid movement of the hips and derriere to the beat of a song while in a squatting stance (Stevenson, ; Toth, ). This type of dance has been associated with sexual provocation, which, however, has been questioned in the literature as argued in Toth () based on the Sosa and Poncin () documentary about twerking.…”

Section: Empirical Explorationmentioning

confidence: 99%

“…Jasmine was known around the school for her ability to “twerk,” a move that involves rapid movement of the hips and derriere to the beat of a song while in a squatting stance (Stevenson, ; Toth, ). This type of dance has been associated with sexual provocation, which, however, has been questioned in the literature as argued in Toth () based on the Sosa and Poncin () documentary about twerking. Nevertheless, twerking was often framed as an unacceptable or inappropriate form of dance by the school's cheer squad coach.…”

Section: Empirical Explorationmentioning

confidence: 99%

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Ethnodance and identity: Black students representing science identities in the making

Chappell

Varelas

2019

Science Education

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We explored how arts-based practices, specifically what we define as ethnodance informs the study of science identity. We present a theoretical argument supported by an empirical illustration of how ethnodance offers Black youth with dance identities a medium to narrate evolving science identities, communicating meanings, interactions, and emotions, and to construct identities further as reified artifacts of participating in science classroom communities. The theoretical argument frames dance as an embodied narrative, identity construction as an ongoing process with interactional and affective commitments, and Black Dances as venues of Black bodies' expressivity of the brilliance, competence, and creativity of Black people. The empirical illustration focuses on Black students in an urban high school choreographing a dance performance to capture their science identity construction transitioning from biology and moving through physics. The students' semiotic choices communicated the experienced (dis) connection between self and science; ballet, lyrical, and contemporary dances represented experiences challenging their position within science, and a Black Dance, majorette, experiences affirming their place or creating a bridge.Majorette offered students a sense of cultural solidarity, symbolic of their collective overcoming of obstacles faced, frustration, and alienation felt at the beginning of physics, and joy of rising above the struggle.

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Section: Empirical Explorationmentioning

confidence: 99%

Section: Empirical Explorationmentioning

confidence: 99%

Ethnodance and identity: Black students representing science identities in the making

Chappell

Varelas

2019

Science Education

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“…And I think that's disgusting." -Jada, 21, single "Twerking" is a form of sexually provocative dancing within Black culture that has its origins in African dancing (Toth 2017). While it's gained popularity in non-Black communities within the last decade, it is still often used to stereotype and categorize Black women as promiscuous even though it also continues to be used as a way to sexually fetishize them.…”

Section: Confronting Sexualized Racism Through Fetishizationmentioning

confidence: 99%

Hooking up while being 'down' (with the cause): a study of Black sexual life

Casper¹

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[EMBARGOED UNTIL 6/1/2023] This dissertation centers Black collegiate women's intersectional experiences of navigating dating and hookup culture at a large historically predominantly white university in the Midwest. Using a qualitative approach, I found that the structural politics of space, race, gender, sexuality, and class affect how Black students navigate racially segregated campus social life, which informs dating and hooking up strategies. This belies extant studies that continue to privilege middle-class white students' perspectives and maintain that students of color are less likely to engage in hooking up practices. I argue that the predominantly white university operates as a white spatial imaginary in which white students create racial boundaries around the dominant social and hookup culture on campus through racially exclusive behaviors, intensifying Black women's aversion to interracial coupling. In response, Black students establish a Black spatial imaginary grounded in racial solidarity and support through the creation of an informal social system with separate cultural spaces. Within these spaces, engagement with Black-oriented social media becomes a preeminent mechanism through which Black students initiate romantic or sexual interest. Contemporary politics of Black sexuality aid in the facilitation of a complex Black heteropatriarchal structure that shapes how students date and hook up according to the intersections of their racial authenticity, gender conformity, class status, and sexual orientation.

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Twerk sumn!: theorizing Black girl epistemology in the body

Halliday

2020

Cultural Studies

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Praising twerk: Why aren’t we all shaking our butt?

Cited by 6 publications

References 5 publications

Ethnodance and identity: Black students representing science identities in the making

Ethnodance and identity: Black students representing science identities in the making

Hooking up while being 'down' (with the cause): a study of Black sexual life

Twerk sumn!: theorizing Black girl epistemology in the body

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