Unpacking Black Feminist Pedagogy in Ethiopia

Intersectionality takes into account how inequalities of race, gender, class, and sexuality "intersect," or work in combined ways, in the lives of Black women and other women of color. As a holistic teaching approach, it also has relevance for all people, male and female, straight and gay,...

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Bibliographic Details
Published in:Feminist teacher 2011-03, Vol.21 (3), p.195-211
Main Author: White, Aaronette M.
Format: Article
Language:English
Subjects:
African American culture
African American women teachers
African Americans
African culture
Black feminist theory
Black people
Black Studies
Blacks
College Faculty
Context
Context Effect
Controversial Issues (Course Content)
Critical Thinking
Cultural Differences
Ethiopia
Females
Feminism
Feminist theory
Feminists
Foreign Countries
Gender Issues
Gender studies
Homosexuality
Identification (Psychology)
Methods
Pedagogy
Politics
Printing
Racial Identification
Second wave feminism
Self Destructive Behavior
Social aspects
Social Change
Social Theories
Sociolinguistics
Stereotypes
Student Attitudes
Students
Teaching
United States
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Summary:Intersectionality takes into account how inequalities of race, gender, class, and sexuality "intersect," or work in combined ways, in the lives of Black women and other women of color. As a holistic teaching approach, it also has relevance for all people, male and female, straight and gay, rich and poor, and along the various continuums between those poles. The challenge, when incorporating Black feminist pedagogy into teaching, is to center Black women's experiences while simultaneously demonstrating their humanistic relevance to other women and men. Black feminist pedagogical practices also require their proponents to engage in honest interrogation of their own identities--who the instructor "is" has as much to do with how that instructor "represents" feminism. In this article, the author describes the classroom dynamics that developed when she integrated Black feminist pedagogical principles into her feminist theory course in Ethiopia, an African nation in which ancient and modern cultures meet but do not always converge. Black feminist pedagogy in an African context required the author constantly to link the local and the global--as well as the personal and the political--to the theoretical. (Contains 3 notes.)
ISSN:0882-4843
1934-6034
DOI:10.5406/femteacher.21.3.0195