Danelle Adeniji and Marquita Foster
The purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.
Abstract
Purpose
The purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.
Design/methodology/approach
The authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses.
Findings
The study’s findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs.
Originality/value
The implications of the authors’ experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms.
Details
Keywords
While there is no question that women on movie screens are frequently eroticised, with countless shots of heaving bosoms or curvaceous rear ends, action stars do occasionally get…
Abstract
While there is no question that women on movie screens are frequently eroticised, with countless shots of heaving bosoms or curvaceous rear ends, action stars do occasionally get a reprieve. Pam Grier, the first female action star, was not so lucky. While Grier's Amazonian status should be celebrated, the dark side of her career should also be noted as a cautionary tale of just how much misogyny and racism lurks behind Hollywood doors and intertwined into American cinema history. This chapter examines how Grier's career forces us to rethink both femininity and racism, as well as action films themselves.