ERIC Number: EJ1209337
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: N/A
Reading "This Bridge Called My Back" for Pedagogies of Coalition, Remediation, and a Razor's Edge
International Journal of Qualitative Studies in Education (QSE), v32 n2 p136-150 2019
In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking about pedagogy, power, and praxis.
Descriptors: Teaching Methods, Preservice Teachers, Feminism, Females, Disadvantaged Schools, Minority Groups, Guidelines, Intervention, Epistemology, Public Education, Power Structure, Personal Narratives, Beginning Teachers, Teacher Education, Books, Writing (Composition), Problem Solving
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A