Kill or be killed: living in fear

2021 ◽  
Vol 3 (1) ◽  
pp. 27-34
Author(s):  
Katya Orrell
Keyword(s):  
Early Life ◽  
Violent Conflict ◽  
Repetition Compulsion ◽  
Race And Gender ◽  
And Gender

This article explores fear and aggression in relation to trauma. These themes are explored using the case study of a man who needs conflict, particularly around race and gender, in order to bypass feelings of fear. Faced with actually experiencing trauma, he finds himself running and keeps on running in order to not commit murder, first in reality and then later in his mind. Exploring the mechanisms involved when, after a difficult early life, he escapes from home as a young teenager and then finds himself unable to settle or maintain relationships. Instead, we see how moving from continent to continent, finding himself in violent conflict again and again, he is unable to resolve the conflict within himself. Using Freud's concepts of repetition compulsion, denial, and disavowal to think about this patient, I examine what is driving this internal destructiveness and the need to keep fear consistently at arm's length.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Redesigning GE Language

2022 ◽  
pp. 22-40
Author(s):  
Paula Cronovich ◽  
Jacqueline Mitchell
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
People Of Color ◽  
Cultural Contexts ◽  
Race And Gender ◽  
Faith Based ◽  
And Gender ◽  
Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

scholarly journals Gender, Family, Race, and the Colonial State in Early Nineteenth-Century Jamaica

2021 ◽  
pp. 1-24
Author(s):  
Aaron Graham
Keyword(s):  
White Women ◽  
White Men ◽  
People Of Color ◽  
Colonial State ◽  
Race And Gender ◽  
Women And Children ◽  
The Caribbean ◽  
And Gender

Abstract Recent work has emphasized the role of colonial state structures in the construction and enforcement of race and gender in the British Empire from the seventeenth century onward, particularly among people of color. But work on the parallel phenomenon of “Whiteness” has focused on White men rather than White women and children, on elites rather than those below them, and on North America rather than the Caribbean. This article, using the records of a “Clergy Fund” established in Jamaica in 1797 as an insurance scheme for the (White) widows and orphans of clergymen, therefore addresses a gap in this literature by providing a case study of how a colonial state in the Caribbean tried—and failed—to construct and enforce race and gender among White women and children from outside the elite, during a period when White society in the region seemed under threat.

scholarly journals Child’s Developmental Disabilities and Parental Health in Later Life: Do Parental Race and Gender Matter?

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 312-313
Author(s):  
Juha Lee ◽  
Manjing Gao ◽  
Chioun Lee
Keyword(s):  
Black Women ◽  
Developmental Disabilities ◽  
Adverse Effects ◽  
Early Life ◽  
The United States ◽  
Parental Health ◽  
Race And Gender ◽  
And Gender ◽  
Gender Groups ◽  
The Impact

Abstract Parents, particularly mothers, who experienced early life adversities (ELAs) are more likely to have a child with developmental disabilities (DD). We have little knowledge about how parental health varies across race-gender groups among those with a DD child and the role of ELAs in the associations. Using Black and White adults (n = 8,778; 25% Blacks) from the Midlife in the United States (MIDUS) study, we examine racial disparities in the impact of having a child with DD (vs. having healthy children) on parental health outcomes. This study questions (1) the extent to which parents’ ELAs (e.g., poverty and abuse) are associated with having a child with DD and (2) how considering early-life factors reveals racial and gender disparities in the impact of having a child with DD. We found that as the number of ELAs increases, the probability of having a healthy child decreases for all race-gender groups, but most dramatically for Black women. Having a DD has adverse effects on chronic illnesses and functional limitations more for mothers than fathers. Black women are most adversely affected, with no effect on Black men. There is no gender difference in the impact of having a DD child on depressive symptoms, yet White parents are more vulnerable than Black parents. After controlling for ELAs, the adverse effects of having a DD child on both physical and mental health remain significant. Future research should identify life-course circumstances that reveal why the impact of having a DD child varies by race and gender.

“Because Often It’s Both”

2018 ◽  
pp. 58-82
Author(s):  
Ralina L. Joseph
Keyword(s):  
African American ◽  
Strategic Ambiguity ◽  
Race And Gender ◽  
Magic Trick ◽  
Representational Space ◽  
Cultural Imaginary ◽  
The Press ◽  
The Status ◽  
And Gender

Chapter 2 analyzes a case study from Oprah Winfrey. Winfrey has always occupied a unique, exceptional, and almost superhuman position in the American cultural imaginary. Winfrey has long since abandoned the status of mere mortal in the eyes of fans and foes alike. In her ubiquity, Winfrey did much to not only shore up her own brand, but also configure the representational space of a particular brand of celebrity African American womanhood. That particular brand was strategic ambiguity. This chapter asks: what happened when the magic trick stopped working, or when Winfrey’s postracial, strategically ambiguous negotiations of race and gender weren’t successful? In this chapter, Joseph analyzes the limits of Winfrey’s so-called racial transcendence, considering a telling moment when she used strategic ambiguity but was still pilloried in the press as a race-baiting, uppity, Angry Black Woman.

Using Autoethnography to Engage in Critical Inquiry in TESOL

2022 ◽  
pp. 245-259
Author(s):  
Qinghua Liu
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
Evidence Based ◽  
Teaching English ◽  
Evidence Based Practices ◽  
Qualitative Research Method ◽  
Race And Gender ◽  
Qualitative Research Methodology ◽  
And Gender

In this chapter, the author proposes using the qualitative research method of autoethnography to improve one's practice in teaching English to students of other languages (TESOL). This chapter first includes an overview of autoethnography followed by discussion of evidence-based practices and learning activities that apply the methodology. The chapter then explores the method through a case study involving the author and her son. Through this autoethnography account, the author demonstrates the process of collecting, analyzing, and interpreting autobiographical data to gain a deeper understanding of ourselves and our students. The case demonstrates how intersectionalities, including race and gender, have an impact on the learning experiences. In this way, this protocol has methodological and pedagogical implications for TESOL praxis. This chapter finally discusses the implications of this methodology in TESOL as a viable qualitative research methodology to gain new insights and understandings for TESOL educators.

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