black feminist
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Rumya S. Putcha

Abstract Using methods from country music studies, performance studies, hashtag ethnography, and Black Feminist Thought (BFT), this article employs sonic, discursive, and social media analysis to examine performances of White masculinity known as “country boys.” In the opening sections, I describe examples of country boys that emerge from Texas A&M University (College Station), bringing together confederate statues and the men who identify with and defend such statues. I then turn my focus to critical analysis of one country boy in particular: county music singer, brand progenitor, and Texas icon, Granger Smith a.k.a. Earl Dibbles Jr. Highlighting the importance of country boys to the cultural identity of Texas A&M University, I argue that White publics aggregate and accrue racialized and gendered meaning in social media spaces through signs associated with Smith like the hashtag #yeeyeenation. Such signs are predicated on and normalize a rhetoric—in this case, that something or someone “is not racist”—even in the face of evidence to the contrary. Extending the insights of scholarship on the former Confederacy to contemporary country music cultures and to the present political moment, this article interrogates how White identities and related genealogies in the U.S. context are not simply established to sanitize and excuse expressions of racist, gendered, and exclusionary thought, but are sustained by aestheticized deceptions. I refer to these deceptions as mythopoetics. In this article I demonstrate how Smith’s success, particularly since he is best known for his “redneck” alter-ego, Earl Dibbles Jr., is a testament to the power and reach of mythopoetics in a hegemonic White and heteropatriarchal society. I argue that mythopoetics are not only essential to majoritarian cultural formations today, but also normalize White supremacy to such a point that its violence can circulate without consequence and in plain sight.

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Mike Rifino ◽  
Kushya Sugarman

Purpose Amid the COVID-19 pandemic, including contact restrictions and the switch to virtual classes, loneliness has become a pressing concern for college students and their learning. This study aims to interrogate current discussions about college student loneliness through the lens of Black feminist love-politics to reimagine online pedagogical practices. Design/methodology/approach Using a broad literature base and anecdotes from personal teaching experiences, the authors contend that Black Feminist perspectives on love, care and solidarity can illuminate the sociopolitical dimensions of loneliness in pedagogically productive ways. Findings The authors explore various pedagogical practices that are inspired by Black feminist approaches that aim to promote solidarity, love and care in either virtual or in-person classrooms. These pedagogical suggestions result from the authors’ teaching experiences amid online learning and current literature in education. Practical implications The authors seek to support educators’ understanding of the most pervasive yet misunderstood emotional experiences of student learning amid the COVID-19 pandemic. This paper explores strategies for addressing feelings of loneliness within online learning-related contexts in higher education. This discussion will be particularly relevant for educators and students from historically marginalized populations. Originality/value This work focuses on the plight of community college students, a demographic that has not garnered enough attention in the educational research concerning this pandemic. In addition, this paper offers an account of loneliness that aligns with the political and ideological crisis of today and places it in conversation with Black feminist thought.

2022 ◽  
Vol 40 (1) ◽  
pp. 90-113
Nakia M. Gray-Nicolas ◽  
Marsha E. Modeste ◽  
Angel Miles Nash ◽  
Lolita A. Tabron

This inquiry offers insight into how Black women assistant professors traverse the challenging journey toward tenure while acknowledging their connection to their students and communities, research, teaching, and service. By employing a phenomenological approach and utilizing Black feminist thought and community cultural wealth as conceptual and theoretical frameworks, this research advances scholarship identifying commonalities across Black women’s experiences. Further, we offer implications for how the academy can support Black women and other professionals from marginalized populations. Findings include how Black women assistant professors develop and create dynamic support systems amongst themselves to combat the multiple marginalizations of their positionality in the academy––a place where they are historically “outsiders.”

2022 ◽  
pp. 1-21
Maisha Beasley ◽  
Jonli Tunstall ◽  
Samarah Blackmon ◽  
Michelle Smith

This chapter focuses on the impact of a culturally relevant course centering the experiences of Black women attending a Historically White Institution (HWI). This chapter will provide an overview of the course creation, implementation, and positive implications of a gender-specific course steeped in the African Diaspora. Using Black feminist thought, the authors examine how Black female students experience community, self-discovery, and academic success. The chapter highlights student voices and discusses the lasting impact of the case design on the students and collegiate community. In addition, the co-creators share the impact of the course on their own well-being and its larger impact on the collegiate campus.

2021 ◽  
Vol 4 (1) ◽  
Alisha Jean-Denis ◽  
Korina Jocson

Poetry within trauma-informed literacies has been influential to understanding youth writing. As the tendency to focus on the individual rather than structures of power remains, the authors of this essay point to collective resistance and connect youth writing to other creative texts in their engagement of black life, livingness, and pedagogical possibilities. Specifically, they draw on black feminist theories and methodologies to consider race, gender, class, diaspora, and time-space in poetry and juvenilia studies. The discussion concludes with questions about learning and writing as counter-expressions.

2021 ◽  
Vol 15 (4) ◽  
Busi Makoni

This article explores radical rudeness, a resistance strategy of deliberate rudeness to disrupt normative structures. Using the Uganda activist Dr Stella Nyanzi as a case study, I examine how women experiencing extreme structural marginalisation and systemic violence use radical rudeness in a nonlinguistic form (defiant disrobing) to speak back to power. Drawing from Black feminist theories of rage, I argue that radical rudeness is an instance of rage, not as a pernicious emotion, but as a legitimate strategy against patriarchy and dictatorial authoritarianism. I argue that Dr Stella Nyanzi’s naked protest utilises three intersecting forms of power – biopower, symbolic power and cosmological power – to resist the authoritarian Ugandan regime, turning her naked body into a powerful weapon of resistance.

2021 ◽  
pp. 104973232110611
Jeannette Wade ◽  
Ramine Alexander ◽  
Cheryl Woods Giscombé ◽  
Daniel Keegan ◽  
Sharon Parker ◽  

This study was created to uncover the social determinants of Black American women’s success in health promotion programs. We used the Superwoman Schema to understand the complexities of Black womanhood and uncover best practices in the promotion of their health. The sample consisted of women ages 18–25 who attend a large southern HBCU. We collected data using qualitative focus groups. Participants reported the greatest health-related concerns Black American women facing are mental health, obesity, and relationships with Black men. When it comes to health promotion programs, respondents reported a desire for classes that are fun, interactive, informative, educational, and include group interaction, accessible, and incentivize participation. Uncovering the social determinants of Black American women’s health and program success is central in decreasing extant health disparities. Future health scholars are urged to incorporate Black feminist theory and methods into their work to create health promotion interventions tailored for Black women.

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