| Womanish Black Girls: Women Resisting the Contradictions of Silence and Voice Contributor(s): Smith, Dianne (Author), Caruthers, Loyce (Author), Fowler, Shaunda (Author) |
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ISBN: 1975500903 ISBN-13: 9781975500900 Publisher: Myers Education Press OUR PRICE: $152.00 Product Type: Hardcover - Other Formats Published: March 2019 |
| Additional Information |
| BISAC Categories: - Education | Essays - Social Science | Feminism & Feminist Theory - Education | Higher |
| Dewey: 305.488 |
| LCCN: 2018277684 |
| Physical Information: 200 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: A 2020 SPE Outstanding Book Award Winner A 2019 AESA Critic's Choice Award Winner Womanish Black Girls/Women Resisting Contradictions of Silence and Voice is a collection of essays written by varied black women who fill spaces within the academy, public schools, civic organizations, and religious institutions. These writings are critically reflective and illuminate autobiographical storied-lives. A major theme is the notion of womanish black girls/women resisting the familial and communal expectations of being seen, rather than heard. Consequently, these memories and lived stories name contradictions between "being told what to do or say" and "knowing and deciding for herself." Additional themes include womanism and feminism, male patriarchy, violence, cultural norms, positionality, spirituality, representation, survival, and schooling. While the aforementioned can revive painful images and feelings, the essays offer hope, joy, redemption, and the re-imagining of new ways of being in individual and communal spaces. An expectation is that middle school black girls, high school black girls, college/university black girls, and community black women will view this work as seedlings for understanding resistance, claiming voice, and healing. Perfect for courses in: Adolescent Development, American Studies, Black Studies, Educational Anthropology, Latino Studies, Multicultural Education, Social Foundations of Education, Sociology and Women's Studies. |
Contributor Bio(s): James, Joy: - Joy James is author of The Womb of Western Theory and Seeking the 'Beloved Community'; Resisting State Violence; Shadowboxing: Representations of Black Feminist Politics, and editor of several anthologies on politics and imprisonment: The New Abolitionists; Angela Y. Davis Reader; Imprisoned Intellectuals. James is F.C. Oakley 3rd Century Professor at Williams College.Smith, Dianne: - Dianne Smith is Professor Emerita in Educational Leadership, Policy, and Foundations, School of Education, University of Missouri-Kansas City. Her work focuses on race/racism, womanist/feminist theory, critical educational theory, and curriculum theory. She has served as a visiting scholar at the University of Western Cape and Nelson Mandela University (formerly University of Port Elizabeth), both in South Africa. She is a past president of American Educational Studies Association. And, she has always imagined being beamed up by Scotty!Fowler, Shaunda: - Shaunda Fowler was born and raised in Compton, California and spent a significant portion of her life with her maternal grandparents in the Imperial Courts Projects (PJs) in Watts. Growing up in the inner-city, she learned that being womanish was a way of survival. It is her hope that girls/women of color will be brave enough to have courageous conversations about being womanish in order to heal old wounds and find joy. Dr. Fowler is a middle school principal in a small mid-western school district where many of the girls of color can be considered womanish.Caruthers, Loyce: - Loyce Caruthers is a Professor and Chair of Educational Leadership, Policy and Foundations at the University of Missouri-Kansas City, and has been with UMKC since 2001 where she teaches courses to prepare school administrators and qualitative research methods for doctoral students. Loyce also serves as the Coordinator of the Ed.D Education Administration Program. Loyce's research involves the use of voice through narrative and critical race theory for exploring phenomena related to race, class, gender and other differences that may influence educators' beliefs and perceptions, and ultimately their work in schools. Recent publications include a co-authored book, Great Expectations: What Kids Want from Our Urban Public Schools. She is engaged in a collaborative project, Kansas City Speaks: Stories of School Desegregation, a website to share stories of school desegregation through oral histories, artifacts, archival documents, and images made accessible to the public with a community yearbook feature and lesson plans for educators. |