ERIC Number: EJ1229307
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: N/A
Theorizing Black Women's Experiences with Institution-Sanctioned Violence: A #BlackLivesMatter Imperative toward Black Liberation on Campus
Patton, Lori D.; Njoku, Nadrea R.
International Journal of Qualitative Studies in Education (QSE), v32 n9 p1162-1182 2019
Alicia Garza, Patrisse Cullors, and Opal Tometi are the three Black women and founders of #BlackLivesMatter (BLM). Despite being founded by Black women, public discourses about BLM often foreground Black men's lives, and deaths, at the hand of the state. When attention is given to the violence against Black women, they are either blamed for their victimization or rendered invisible altogether. Black women's labor as a driving force of the BLM movement is also largely unacknowledged. This manuscript explores intersectional failures in the treatment of Black women's contributions broadly, and within higher education, specifically. The authors argue that in addition to state-sanctioned violence, institution-sanctioned violence contributes to the erasure of Black women. Using the experiences of the BLM founders as an entry point, the authors illuminate multiple forms of institution-sanctioned violence experienced by Black women scholars and leaders who, despite their commitment to Black liberation and uplift, experienced marginalization. This article closes with Black women's liberation strategies to disrupt institution-sanctioned violence.
Descriptors: African Americans, Females, Racial Bias, Activism, Social Attitudes, LGBTQ People, Legislation, United States History, World History, Violence, Civil Rights, Higher Education, Women Faculty, African American Teachers, College Faculty, Women Administrators, Black Colleges
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A

Peer reviewed
Direct link
