scholarly journals O feminismo negro de Patrícia Hill Collins: uma conversa sobre conhecimento, poder e resistência

2021 ◽  
Vol 36 (3) ◽  
pp. 1085-1111
Author(s):  
Bruna Cristina Jaquetto Pereira ◽  
Joaze Bernardino-Costa
2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.


2021 ◽  
pp. 1-16
Author(s):  
Beatriz Marín-Aguilera

Archaeologists, like many other scholars in the Social Sciences and Humanities, are particularly concerned with the study of past and present subalterns. Yet the very concept of ‘the subaltern’ is elusive and rarely theorized in archaeological literature, or it is only mentioned in passing. This article engages with the work of Gramsci and Patricia Hill Collins to map a more comprehensive definition of subalternity, and to develop a methodology to chart the different ways in which subalternity is manifested and reproduced.


2019 ◽  
Vol 27 (1) ◽  
pp. 229-235
Author(s):  
Patrícia Hill Collins ◽  
Dennys Silva-Reis

2017 ◽  
Vol 2 (2) ◽  
pp. 16-35
Author(s):  
Kim Case

Patricia Hill Collins (1986) labels herself as an ‘outsider within’ due to her intersectional standpoint as a Black woman sociology professor in the ivory tower. In contrast to the ‘outsider within’ lens, I theorize my own social location as an ‘insider without’ due to a complex matrix of identities within the classed academic cultural context. Using counter storytelling, I explore my insider without location through analysis of my journey across the ‘working-class academic arc.’ In the working-class academic arc described below, I apply intersectional theory (Collins 1990; Crenshaw 1989) by connecting my personal experiences with existing working-class studies scholarship. The arc process culminates in my development of critical intersectional class consciousness and actions of resistance. By introducing this three-phase arc, I hope to raise awareness of the invisible academic class culture which invalidates working-class ways of being and knowledge production.


2021 ◽  
Vol 47 (1) ◽  
pp. 33-61
Author(s):  
Erin Beeghly ◽  

Stereotypes are commonly alleged to be false or inaccurate views of groups. For shorthand, I call this the falsity hypothesis. The falsity hypothesis is widespread and is often one of the first reasons people cite when they explain why we shouldn’t use stereotypic views in cognition, reasoning, or speech. In this essay, I argue against the falsity hypothesis on both empirical and ameliorative grounds. In its place, I sketch a more promising view of stereotypes—which avoids the falsity hypothesis—that joins my earlier work on stereotypes in individual psychology (2015) with the work of Patricia Hill Collins on cultural stereotypes (2000). According to this two-part hybrid theory, stereotypes are controlling images or ideas that enjoy both a psychological and cultural existence, which serve a regulative social function.


2019 ◽  
Vol 27 (1) ◽  
pp. 63-88
Author(s):  
Elsa Dorlin

Este texto, que serviu de introdução a uma coletânea de textos fundadores do feminismo negro estadunidense, faz um percurso historiográfico das diversas etapas desse movimento, as chamadas “ondas”, desde a primeira delas, surgida na década de 1850 e promovida pelos movimentos de abolição da escravatura nos Estados Unidos, passando pela segunda, representada pelas grandes correntes ativistas e teóricas da década de 1970, até a atual “terceira onda”, em que se faz um questionamento crítico da heteronormatividade ainda muito presente nas primeiras fases do feminismo que foram, essencialmente, feminismos brancos. A autora faz uma detalhada análise crítica da terminologia que, desde sempre, tem sido empregada para qualificar ou, antes, desqualificar a mulher negra na sociedade estadunidense, com a criação de pesados estereótipos a respeito da sexualidade supostamente exacerbada, não só do homem negro, mas principalmente da mulher negra. Elsa Dorlin passa em revista as importantes contribuições do coletivo Combahee e de autoras como Laura Alexandra Harris, Beverly Guy-Shefall, Patricia Hill Collins, Kimberly Springer, Michele Wallace, Barbara Smith, Audre Lorde, Hazel Carby, Angela Davis e bell hooks.


Sign in / Sign up

Export Citation Format

Share Document