6.1 BLACK AMERICAN YOUTH’S LIVED EXPERIENCES WITH RACISM

Durham describes autoethnography as a spiritual act of political self-determination and reclamation in a narrative that privileges the matrifocal ritual of cooking collards. As a site of creative, intellectual, and political production, Durham uses the kitchen to connect to the living memories of her mothers, broader Southern Black American culture, and black feminist thought. She also uses foodways to link the lived experiences of women of African descent who recall, remember, and represent their interior worlds in word.

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Can You Hear Me Now? An Autoethnographic Analysis of Code-Switching

Culture Studies &#x2194 Critical Methodologies ◽

10.1177/1532708619879208 ◽

2019 ◽

Vol 20 (2) ◽

pp. 113-123 ◽

Cited By ~ 1

Author(s):

Taryn Kiana Myers

Keyword(s):

Identity Development ◽

Lived Experiences ◽

Black Identity ◽

Code Switching ◽

American Identity ◽

Double Consciousness ◽

Black American ◽

Standard English ◽

Communication Practice ◽

Communication Practices

This autoethnography, based on a cultural epistemology grounded in my lived experiences as Black and middle class, is written as an exploration of the communication practice of code-switching. It is the consideration of Du Bois’ double-consciousness as reflected in my language practices. It is a means to examine the development of my Black identity in an aggressively hegemonic society. Using Cross’ Black identity development model to structure and frame my inquiry, I examine my experiences with code-switching in both Black-dominated and White-dominated spaces to understand how the choice to use “Standard English” or Ebonics, depending on audience, reflects the tension inherent in the Black American identity. This autoethnography attempts to draw connections to how the intersection of oppressed identities results in power inequities that shape communication practices for marginalized populations.

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Education's “Talented Tenth”

Fostering Collaborations Between African American Communities and Educational Institutions - Advances in Religious and Cultural Studies ◽

10.4018/978-1-7998-1181-7.ch004 ◽

2020 ◽

pp. 56-77

Author(s):

Patrice W. Glenn Jones

Keyword(s):

Lived Experiences ◽

Black American ◽

Valuable Resource ◽

Talented Tenth ◽

Schooling Experiences ◽

K 12

Retired educators are a valuable resource, and their experiences contribute richly to the narrative of education. Retired educators whose own K-12 schooling experiences occurred during segregation offer a historic perspective of a time often viewed negatively. This chapter, however, diverges from traditional deficit narratives regarding the segregated South and amplifies positive lived experiences of retired Black American teachers who attended schools during segregation. Four themes and related concepts are identified, and narrative data extractions are included.

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