Reading This Bridge Called My Back for pedagogies of coalition, remediation, and a razor’s edge

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2 Scopus citations

Abstract

In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking about pedagogy, power, and praxis.

Original languageEnglish (US)
Pages (from-to)136-150
Number of pages15
JournalInternational Journal of Qualitative Studies in Education
Volume32
Issue number2
DOIs
StatePublished - Feb 7 2019
Externally publishedYes

Keywords

  • U.S. feminist of color theory
  • coalition
  • feminist pedagogies
  • pre-service teachers
  • remediation

ASJC Scopus subject areas

  • Education

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