The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School

Authors

DOI:

https://doi.org/10.37467/gka-revedu.v8.2640

Keywords:

Black Women, Autobiographic Narratives Multicultural Education, Race Relations, Inclusive Education

Abstract

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

References

Achistein, B.; & Ogawa, R. T. (2011). Change(d) agents: new teachers of color in urban schools. New York: Teachers College.

Adichie, C. (2009). The danger of a single story. Retrieved July 10, 2019, from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=pt-br#t-1791

Beauboeuf-Lafontant, T. (2005). Womanist lessons for reinventing teaching. Journal of Teacher Education, 56(5), 436-445. DOI: https://doi.org/10.1177/0022487105282576

Biesta, G. (2006). Beyond Learning: Democratic Education for a Human Future. London: Taylor & Francis Ltd.

Blogueiras Negras. Frequent Asked Questions section. Retrieved August 30, 2019 from http://www.blogueirasnegras.org/faq/.

Casey, K. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Rout-ledge.

Clandinin, D. J. (2013). Engaging in narrative inquiry. Walnut Creek, CA: Left Coast.

Collins, P. H. (1990). The social construction of black feminist thought. In Malson, M. R. et al. Black women in Ameri-ca: Social science perspectives. (pp. 297-325). Chicago: The University of Chicago Press.

Crenshaw, K. (2002). A interseccionalidade na discriminação de raça e gênero. Painel 1 – Cruzamento: raça e gênero, pp. 7-16. Retrieved July 4, 2019 from http://www.acaoeducativa.org.br/fdh/wp-content/uploads/2012/09/Kimberle-Crenshaw.pdf

Delgado, R,; & Stefancic, J. (2001). Critical Race Theory: an introduction. New York: New York University. DOI: https://doi.org/10.1093/acref/9780195301731.013.51089

Domingues, P. (2007). Movimento Negro Brasileiro: alguns apontamentos históricos. Tempo, 23, 100-122. DOI: https://doi.org/10.1590/S1413-77042007000200007

Fonseca, C. (2010). Que ética? Que ciência? Que sociedade? In Fleischer, S. & Schuch, P. (Eds). Ética e regula-mentação na pesquisa antropológica. (pp. 39-70). Brasília: Letras Livres; Editora Universidade de Brasília.

Foucault, M. (2005). The Hermeneutics of the Subject: Lectures at the College de France 1981-1982. Palgrave Macmillan US.

Foucault, M. (2009). A ordem do discurso. Aula inaugural no Collége de France. Tradução de Laura F. de A. Sampaio. São Paulo: Loyola.

Foucault, M. (2014). “As técnicas de si”. En: FOUCAULT, Michel. Ditos & Escritos IX: Genealogia da ética, subjetividade e sexua-lidade. Tradução de Abner Chiquieri. Rio de Janeiro: Forense Universitária.

Gomes, N. L. (1999). Professoras negras: trajetória escolar e identidade. Caderno CESPUC de Pesquisa, Belo Horizonte, 5, 55-62.

Gomes, N. L. (2002). Trajetórias escolares, corpo negro e cabelo crespo. Revista Brasileira de Educação, 21, 40-51. DOI: https://doi.org/10.1590/S1413-24782002000300004

Gomes, N. L. (2008). A questão racial na escola: desafios colocados pela implementação da Lei 10.639/03. In Moreira, A. F., & Candau, V. M. Multiculturalismo: diferenças culturais e práticas pedagógicas. (pp. 67-89). Petrópolis, RJ: Vozes.

Harris, M. Y. (2005). Black Women whiting autobiography: Autobiography in multicultural education. In Phillion, J., Fang He, M., & Connelly, F. M. (Eds.). Narrative and experience in multicultural education. (pp. 36-52).San Francisco: Sage Publications. DOI: https://doi.org/10.4135/9781452204376.n3

Johnson, E. P. (2003). Appropriating blackness: Performance and politics of authenticity. Durham: Duke University. DOI: https://doi.org/10.1515/9780822385103

Ladson-Billings, G., & Tate, W. F. (1995). Toward a Critical Race Theory of education. Teachers College Record, 97(1), 47-68. DOI: https://doi.org/10.1177/016146819509700104

Ladson-Billings, G., & Tate, W. F. (2009). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass, (2nd ed.).

Ladson-Billings, G., & Tate, W. F. (2015). Just what is Critical Race Theory and what’s it doing in a nice field like education? In Taylor, E., Gilborne, E., & Ladson-Billings, G. (Ed.). Foundations of critical race theory in education. . New York: Routledge. DOI: https://doi.org/10.4324/9781315709796-2

Lopes, M. C. y Fabris, E. T. H. (2013). Inclusão & Educação. Belo Horizonte: Autêntica.

Mec; Seppir. (2004). Diretrizes Curriculares Nacionais para a Educação das Relações Étnico- Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana. Brasília.

Munanga, K. (2015). Negritude: usos e sentidos. (3rd ed.). Belo Horizonte: Autêntica.

Nepomuceno, B. (2013). Mulheres negras: protagonismo ignorado. In Pinsky, C. B., & Pedro, J. M. (Eds.) Nova história das mulheres no Brasil. (pp. 382-409). São Paulo: Contexto.

Oliveira, F. y Abramowicz, A. (2010). Infância, raça e “paparicação”. Educação em Revista, 26(2), 209-226. DOI: https://doi.org/10.1590/S0102-46982010000200010

Ribeiro, D. (2017). O que é lugar de fala? Belo Horizonte: Letramento; Justificando.

Silva, C. M. (2011). Professoras negras: construindo identidades e práticas de enfrentamento do racismo no espaço escolar. 34º Reunião Anual da ANPED, GT 21, Natal/RN. Retrieved August 23, 2017 from http://34reuniao.anped.org.br/images/trabalhos/GT21/GT21- 1000%20int.pdf

Silva, P. B. G. (2015). Crianças negras entre a assimilação e a negritude. Revista Eletrônica de Educação, 9(2), 161-187. DOI: https://doi.org/10.14244/198271991137

Silvério, V. R. (2015). Relações étnico-raciais e educação: entre a política de satisfação de necessidades e a política de transfiguração. Revista Eletrônica de Educação, 9(2), 35-65. DOI: https://doi.org/10.14244/198271991219

Stubbs, Sue (2008). Inclusive Education: Where there are few resources. Ingrid Lewis. (Ed.). Oslo, Norway: The Atlas Alliance.

Veiga-Neto, A. (2007). Foucault & a Educação. (2nd. ed). Belo Horizonte: Autêntica.

Veiga-Neto, A. y Traversini, C. (2009). Por que Governamentalidade e Educação? Educação & Realidade, Porto Alegre, 34(2), 13-19.

Weschenfelder, V. I. (2018). Ways of Resisting, Ways of Ressenting: Black Women and Racial Relations in Contempo-rary Education. (Doctoral Dissertation). Retrieved November 4, 2019 from http://www.repositorio.jesuita.org.br/bitstream/handle/UNISINOS/7064/Viviane%20In%C3%AAs%20Weschenfelder_.pdf?sequence=1&isAllowed=y

Downloads

Published

17-09-2020

How to Cite

Weschenfelder, V. I. (2020). The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School . EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 8(2), pp. 83–94. https://doi.org/10.37467/gka-revedu.v8.2640

Issue

Vol. 8 No. 2 (2020)

Section

Research articles

License

Those authors who publish in this journal accept the following terms:

  1. Authors will keep the moral right of the work and they will transfer the commercial rights.
  2. After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
  3. In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org