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Mobilizing betrayal: Black feminist pedagogy and Black women graduate student educators
Author(s) -
JamesGallaway ArCasia D.,
Turner Francena F. L.
Publication year - 2021
Publication title -
gender, work and organization
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.159
H-Index - 73
eISSN - 1468-0432
pISSN - 0968-6673
DOI - 10.1111/gwao.12554
Subject(s) - praxis , betrayal , black feminism , oppression , sociology , pedagogy , feminist pedagogy , autoethnography , women of color , feminism , gender studies , intersectionality , politics , psychology , race (biology) , political science , social psychology , law
This article addresses Black women graduate students' educational labor in higher education teacher training programs. We ground this reflective account of our respective teaching praxis in the educational betrayal we endured as younger students, connecting it to our engagement of Black feminist pedagogy. We illustrate how this praxis empowered us as undergraduate educators to implement pedagogies of equity and justice. Employing a structured vignette analysis framework, we draw on a Black feminist paradigm and Black feminist autoethnography to examine field notes of our teaching praxis. These two field notes, one from Francena and one from ArCasia, demonstrate challenges that emerged in our instruction of mostly white undergraduates. Despite the precarious nature of our political and professional positions, we discuss why working toward an anti‐oppression praxis remains our ultimate pedagogical aim.