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1.
Identity formation is a critical process shaping the lives of adolescents and can present distinct challenges for Black adolescent girls who are positioned in society to negotiate ideals of self when presented with false and incomplete images representing Black girlhood. Researchers have found distorted images of Black femininity derived from history, including the mammy, jezebel, and Sapphire, are still pervasive in contemporary media outlets that are often viewed by adolescent girls. The current qualitative interview study examined literate interpretations of current media representations depicting Black girlhood from eight adolescent girls. Findings show that participants believed that Black girlhood is portrayed as being judged by their hair; is seen as angry, loud, and violent; and is sexualized.?Following the interview, the girls used their pens to write against each of these portrayals and also to write toward social change. The ways the girls desired to be represented were in opposition to the ways they felt society and media viewed them. Their responses and literary writings suggest that Black adolescent girls need spaces to negotiate depictions of self and identity. 相似文献
2.
Melissa Hare Landa 《Multicultural Perspectives》2013,15(1):11-17
Every February, schools celebrate Black History Month and teachers teach the grand narrative of famous African Americans such as Martin Luther King, Jr. While the stories communicate bravery, they are also about racism and violence. Here, through narrative inquiry, a teacher deconstructs Black History Month, inviting student responses to stories she shares. 相似文献
3.
《Popular Communication》2013,11(1):51-64
In this essay, I seek to thematize and examine the problems that emerge when Black popular communication, such as hip-hop, television programming, blues and jazz, graffiti art, toys, and film, meet national and global market forces. Specifically, I address how Black identity is marked within Black popular communication and how "authenticity" identity politics movements work to maintain Black identity. I also consider what problems emerge, such as cultural appropriations, when forms of Black popular communication are commodified and designed for mass consumption. Finally, I suggest how we can protect Black popular communication from appropriation and consumer culture threats through individual and collective action. I conclude that Black popular communication cannot witness a more democratic treatment of Black identity until we confront market forces that have as its primary goal the exploitation of Black identity for profit. 相似文献
4.
Black feminist scholars have theorized ways in which power permeates our everyday lived experiences. The authors of this article, a university faculty member and a grassroots community activist, share their collective Black feminist activist efforts to find spaces of resistance and empowerment within oppressive conditions in the city of New Orleans. 相似文献
5.
David C. Oh 《Popular Communication》2017,15(4):269-282
The reaction video is an understudied area in YouTube and other online scholarship. Despite its limited scholarly attention, it is an influential site of meaning making, particularly for global youth cultures. Understanding polyculturalism as the suturing of self into multiple lineages, this project argues that Black American fans self-represent their K-pop fan interests as being salient to their racial identities. The videos construct identities that are not confined to the Black–White paradigm. Instead, YouTubers engage in fan practices of production, represent conformity to values within the fan community, articulate racially specific fan participation, and express concern for racially specific marginalizing discourses. Thus, the YouTube response video becomes a complicated site with multiple negotiations that reveal the self-production of polycultural identities. 相似文献
6.
《Popular Communication》2013,11(2):79-94
This issue of Popular Communication features two particularly interesting pieces of scholarship whose salience should be noted in that the authors work expressly to extend our ideational boundaries regarding racial identity-in these two instances, the categories of Blackness and Whiteness. The authors share a common goal, though one taken with great care: to disrupt plebeian notions of what is thought to be essentialized Black cultural forms (e.g., hip-hop culture) by studying what they consider out-of-the-common practices of Blackness. Adopting the "different contexts" modality, one author locates the Black popular within Whiteness to reveal the elasticity of performative Blackness as well as evidence an accessibility to, and even mastery of, Black cultural participation by those outside of the African American race. The other author locates Blackness within "high culture" Black communicative practices and celebrates the fact that the presumed prole core of the Black popular can be elevated to a higher and, therefore, more worthy cultural plane. More, the author characterizes this ascent of Blackness as being especially noteworthy because it is facilitated by a figure believed to be marginalized within Black popular discourses-a member of the Black bourgeoisie. 相似文献
7.
School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of a violent assault by a White male School Resource Officer at Spring Valley High School. We provide an analysis of South Carolina's Disturbing Schools Law, and we discuss how an antiblack aggressions model can challenge traditional notions of peace, law, and justice for Black girls in school. 相似文献
8.
Brian D. Lozenski 《Multicultural Perspectives》2017,19(2):65-75
This article examines the interactions between a collective of self-described “African American,” “multiracial,” and “African immigrant” high school youth researchers, and two African American community elders. Drawing from a year-long critical ethnographic study of the youth research collective, the author documents how pedagogies of Black eldership overlapped with youth participatory action research to open new possibilities for preparing youth as researchers. The study highlights how an out-of-school educational space afforded alternative pedagogical opportunities by specifically examining how pedagogies of Black eldership helped youth researchers historicize and politicize their research, pushing them to move from embodied knowledge to self-knowledge. Drawing from African-centered and critical theory, the study explicates aspects of the pedagogies of Black eldership. Without bounding these pedagogies, the author uses two narratives of teaching and learning to illustrate how intergenerational contact impacted the trajectory of the youth researchers. They transformed their research after meeting with the elders to be more introspective and examine how their worldviews were being constructed and influenced. The findings in this study serve as an impetus for further research examining the educational context of Black eldership and youth research. 相似文献
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Bernard Beck 《Multicultural Perspectives》2015,17(3):141-144
Modern educational institutions were associated with the separation of children from ordinary people and of the schoolhouse from the ordinary world, creating an educational subculture and a minority population of schoolchildren. Passage through this subculture became a universal shared experience. Higher education grew at the same time into an experience that separated those who went to college from those who did not, becoming a basis for the modern class system. Popular culture reflects this split as the college movie, a genre that addresses only part of the movie audience. As in other American institutions, there is also a split between the worlds of Black and White colleges. Only the mainstream White version of college appeared in movies until recently. The African-American-themed college movie was pioneered in School Daze. Dear White People followed that lead. The movie concerns a generation of Black college students whose perspectives rest on a familiarity with more than a half century of ideas about race in America. 相似文献
11.
This study examines the ways single Black mothers contribute to the educational success of their 11th-grade sons, despite the fact that their sons are enrolled in “failing schools.” Data from five interviews and one focus group reveal common characteristics of how single-Black mothers help their sons beat the odds. 相似文献
12.
J. B. Mayo Jr. 《Multicultural Perspectives》2013,15(2):17-25
In this article, the author examines the transition from segregation to full integration in two Virginia school districts, 1965–1970. He begins with short participant profiles and reveals how personal connections uncovered new voices in the school desegregation process. Next, the author gives an overview of political events in Virginia following Brown v. Board of Education (1954). The focus then shifts to the classroom experiences of ten Black teachers who integrated faculties in Powhatan County and the city of Charlottesville school districts. The author closes by predicting how the teachers in this study would react to the current school environments. 相似文献
13.
In America the ethic of individual achievement has always been balanced by complementary norms of group action. Blacks, however, have been handicapped by a lack of the in-group loyalty required for a united struggle against racial oppression. Black power ideology was conceived as a sociotherapy to increase the level of black group cohesion. This study was designed to provide much needed data on the success of the “therapy.” A survey of 611 black high school students and 93 black college students yielded little evidence that verbally professed endorsement of black power ideology was translated into action. In an experiment. 323 black high school students manifested a consistent tendency to be less helpful to scientists identified as black than to unidentified scientists, regardless of the students' claimed level of black power orientation. 相似文献
14.
《Cultural and Social History》2013,10(1):75-91
To many cultural and social historians, international history (an updated version of diplomatic history) may seem old hat. This essay looks at how the field has developed under pressure from changes in the historical discipline and examines the impact of the ‘cultural turn’ through recent work on gender, memory and ‘otherness'. But the essay also raises questions about this new ‘culturalist’ international history, especially what to do with the now problematic concepts of agency and causality. And it ends by reaffirming the importance of the traditional agenda of international history – life-and-death governmental decisions for peace or war. 相似文献
15.
Rachel Harrison 《Inter-Asia Cultural Studies》2013,14(2):194-210
Abstract When director Wisit Sasanatieng’s retro cowboy flick Fa thalai jone (2000) became the first Thai film to be screened at the Cannes Film Festival in May 2001, under the English‐language title Tears of the Black Tiger, Thai cinema seemed to have truly ‘gone international’. This paper examines the striking disparity, however, in the reception of the film by local and global audiences, to the extent that Fa thalai jone and Tears of the Black Tiger might arguably be understood as two discrete and divergent cinematic texts at the level of viewer signification. For Western critics, ‘Tears…’ is unquestionably a piece of postmodern filmmaking, awash with surface aesthetic appeal, intertextual richness and an apparently unrelenting obsession with style that is seemingly devoid of an original reference point. Fa thalai jone, by contrast connotes distinct meanings for Thai audiences, who are more fully attuned to the original references the film pursues and able to read the aesthetic appeal it has to offer in a framework beyond that of the dominant ‘force field’ of interpretation that postmodernism has come to be in the West. Instead Fa thalai jone offers a homage to Thailand’s cinematic past, posing as a ‘genuine Thai film’ (phaphayon thai thae) and comprehended in terms of an alternative dominant force field of meaning, that of traditionalism and reverence for the past. This paper examines the ways in which Tears of the Black Tiger/Fa thalai jone straddles two alternative interpretive positions in an accomplished move on the part of the director to pursue the globally focused aspirations of modern Thai cinema while remaining idiosyncratically faithful to local sensibilities. 相似文献
16.
Xiao Ai 《中外文化交流(英文版)》2008,(3):30-31
With great eagerness, I was led by Ms. Sun, a senior embroiderer, into the Ancient Embroidery Workshop where Suzhou Embroidery Research Institute is based. All of sudden I was fascinated by the dazzling array of embroidery works of past dynasties like laceworks, dress collars and dragon-patterned gowns. All these embroidery exhibits date back to hundreds of years but still look sleek and shining today. The exquisite embroidery silk fabrics triggered out my curiosity for the history of Suzhou embroidery art. 相似文献
17.
Acculturative stress is associated with poor mental health outcomes; however, few studies have examined this type of stress within immigrants’ broader social-ecological context. Furthermore, it remains unclear which stressors are unique to first-generation immigrants, who are at a higher risk of experiencing acculturative stress during intercultural contact. Informed by the social-ecological framework, this scoping review examines the unique and integrative correlates of acculturative stress among first-generation Latina/o and Black Caribbean immigrants, and articulates social-ecologically based recommendations. Forty articles published in peer-reviewed journals between 2000 and 2019 were examined. Correlates of acculturative stress were organized across five levels of influence: individual, interpersonal, institutional, community, and policy. Language barriers, personal experiences in the U.S., socioeconomic status, religion, coping strategies, ethnic beliefs and values, social support, family dynamics, fears related to status, neighborhood characteristics, and discrimination were significant correlates of acculturative stress. Existing research assessing social-ecological correlates of acculturative stress addressed primarily individual and interpersonal level factors, limiting the explanatory power of this review in identifying how root causes of acculturative stress intersect and ultimately influence mental health. Overreliance on a small amount of national or large data sets, lack of variation in research design, and limited research among Afro-Latina/o and Black Caribbean immigrants all contribute to the restricted boundaries of this area of study. Unlike many factors that influence immigrant mental health, acculturative stress is potentially modifiable through social-ecological levels of intervention; thus, we offer recommendations that could be implemented to facilitate psychological adjustments and reduce risk for mental illness. 相似文献
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19.
《Cultural and Social History》2013,10(3):353-371
Rigorous academic work in the field of the history of sport is increasingly correcting academics' previous unwarranted contemptuous neglect of the subject. As a consequence of this prior neglect and of structural and theoretical influences on the field, however, historians of sport still have some difficulty in dealing with the history of critical responses to sport, a problem which may exacerbate the residual condescension of the academic mainstream. This paper offers a modest contribution to correcting the errors of both sets of scholars, by tracing and interpreting one small but historically significant and resilient strain within such critical responses to sport in Britain, and linking its initial appearance to politically progressive critiques of imperialism and nationalism from the early twentieth century. 相似文献
20.
Karen Harvey 《Cultural and Social History》2013,10(4):527-543
AbstractThis essay considers the role that art and history might play together in public history projects. It discusses public history not in terms of ‘learning lessons’, ‘public debate’ and ‘transferable skills’ but instead in terms of creative thinking in the public sphere. The essay draws upon the author’s experiences of working with artists on a series of exhibitions themed around the history of an arts centre’s late Georgian and Victorian buildings and their inhabitants in Sheffield. It explores the synergies between artistic and historical ways of knowing and argues that collaborations with artists provide an opportunity for academic historians to reengage the imaginative aspects of professional academic history. It also explores the value of art’s expressive power and its potential to pose new questions and suggest new answers for both public and historians’ understanding of the past. 相似文献