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Cultivating supportive, professional relationships among black women in educational leadership
Title
Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.
Creator
Martin-Ogburn, Dildra., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of...
Show moreAlthough current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of horizontal and vertical violence by Black female educational leaders ; problematizes the phenomenon as outlined by Freire (1970) at the theoretical level ; outlines the proposed qualitative methods, which will be used to investigate the phenomenon further ; and taking Paulo Freire's lead, explores the implications of sabotage or violence coming from members of the same minority group. In this specific case, Black female educational leaders will serve as the primary participants of the study. Once the data is collected and analyzed, the paper will include an analysis of the data and a discussion of the findings followed by recommendations based on the findings of the study.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3352281
Subject Headings
Women school administrators, Educational leadership, Philosophy, African Americans, Race identity, African American women, Social conditions
Format
Document (PDF)
Color lines: "Passing" and its implications for literary subjectivity in Richard Wright and Boris Vian
Title
Color lines: "Passing" and its implications for literary subjectivity in Richard Wright and Boris Vian.
Creator
Guillerm, Celine, Florida Atlantic University, Munson, Marcella L.
Abstract/Description
If mid-twentieth-century African-American authors based discussions of race in America on the theories of prominent Franco-African writers, African-American writers such as Richard Wright were also highly influential in discussions of race in the French literary context. Wright's novel Native Son focuses on protagonist Bigger Thomas, a young black man who accidentally commits murder. After realizing how the white community has interpreted his act, Bigger tries without success to break free of...
Show moreIf mid-twentieth-century African-American authors based discussions of race in America on the theories of prominent Franco-African writers, African-American writers such as Richard Wright were also highly influential in discussions of race in the French literary context. Wright's novel Native Son focuses on protagonist Bigger Thomas, a young black man who accidentally commits murder. After realizing how the white community has interpreted his act, Bigger tries without success to break free of "double consciousness," or fragmented subjectivity, first articulated by W. E. B. DuBois. Boris Vian's text J'irai cracher sur vos tombes problematizes Wright's literary analysis of race through protagonist Lee Anderson, an explicit literary reworking of Bigger. Lee, in deliberately passing as white in order to murder two women, displays a more deliberate subjectivity. The act of passing erodes the legal foundation of black segregation and highlights a more active subjectivity, yet it also displays the limitations encoded in that act.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/13262
Subject Headings
Racially mixed people--United States., African Americans--Race identity., African Americans in literature., Passing (Identity) in literature., Group identity in literature., Vian, Boris,--1920-1959.--J'irai cracker sur vos tombes., Wright, Richard,--1908-1960.--Native son.
Format
Document (PDF)
Black adolescents’ critical encounters with media and the counteracting possibilities of critical media literacy
Title
Black adolescents’ critical encounters with media and the counteracting possibilities of critical media literacy.
Creator
Waldon, Kalisha, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This transformative mixed-methods research study, uniquely designed as a 12-week curriculum to facilitate critical media literacy, drew upon the principles of critical pedagogy to investigate Black adolescents ‘perceptions of the impact of media on their racial identities. Responding to the high rate of media consumption among Black youth, the Critical Encounters Unit engaged 79 Black high school students in the southeast United States in examining how they made sense of their media...
Show moreThis transformative mixed-methods research study, uniquely designed as a 12-week curriculum to facilitate critical media literacy, drew upon the principles of critical pedagogy to investigate Black adolescents ‘perceptions of the impact of media on their racial identities. Responding to the high rate of media consumption among Black youth, the Critical Encounters Unit engaged 79 Black high school students in the southeast United States in examining how they made sense of their media encounters. Data on participants ‘perceptions of the role media plays in constructing Black identities and societal perceptions of Blacks were gathered through pre-post study surveys of all participants‘ self-identities and media literacy, interviews with 15 participants, 467 student journals, and 15 video observation field notes.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004474, http://purl.flvc.org/fau/fd/FA00004474
Subject Headings
African Americans in popular culture, Blacks -- Race identity -- United States, Critical theory, Critical thinking, High school students, Black -- Attitudes -- United States, Mass media and youth, Racism -- Prevention
Format
Document (PDF)