Introduction to the Special Issue: Queers of Color and Anti‐Oppressive Knowledge Production

Brockenbrough, Ed

doi:10.1111/curi.12023

Cited by 40 publications

(28 citation statements)

References 41 publications

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“…Hood is also used to refer to the identity performances and cultural practices frequently found in predominantly black ghettos throughout the United States (Brockenbrough ; Duneier ). In spite of the racial politics through which hoods came to be, my participants embraced hood as a description of themselves and their neighborhood space.…”

Section: Discussionmentioning

confidence: 99%

Racial Code Words, Re‐Memberings and Black Kids’ Civic Imaginations: A Critical Race Ethnography of a Post‐Civil Rights Leader

Woodson

2018

Anthropology & Edu Quarterly

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This article uses the construct of racial code word to advance theory about unspoken, racialized expectations that accompany seemingly neutral historical concepts. Critical race ethnographic methods were used to examine how eight black teenagers made sense of the term "civil rights leader" and the assumptions that supported their sense-making. Data from this eighteen-month study reveals tension between ideals of whiteness in popular stories about black activism and the possible and desired civic identities of participants. [Critical race theory, civic education, critical race ethnography, social studies, urban education]

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Section: Discussionmentioning

confidence: 99%

Racial Code Words, Re‐Memberings and Black Kids’ Civic Imaginations: A Critical Race Ethnography of a Post‐Civil Rights Leader

Woodson

2018

Anthropology & Edu Quarterly

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“…The dominant discourse surrounding the sexuality of Puerto Rican Latina youth commonly excludes the myriad intersections of race, class, ethnicity, gender, and identity, resulting in a silencing about sexuality that is critical to undo in order to meaningfully address persistent inequities in sexual health (Acosta, 2010; Brockenbrough, 2013; Gubrium & Shafer, 2014). Youth sexuality is typically framed “in terms of individual deviance rather than structural impediments” (Peterson, Antony, & Thomas, 2012, p.1), while social, cultural, and structural level dimensions remain un-problematized (Lupton, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…The current approach to addressing sexual health inequities experienced by Puerto Rican Latina youth is foundationally limited by assuming both homogeneity and heteronormativity (Acosta, 2010; Brockenbrough, 2013; Garcia, 2009; Gubrium & Shafer, 2014). Lumping Latinas into one group ignores the vast and varied culturally and contextually relevant histories that impact health and health outcomes, ignoring that “issues related to sexuality are not simply maintained within bodies; they are shaped by and serve a wider social and political terrain” (Asencio & Battle, 2010, p. 2).…”

Section: Introductionmentioning

confidence: 99%

“…Sexuality is commonly a taboo topic that remains unaddressed until an event, such as pregnancy, rape, or “coming out” occurs (Acosta, 2010; Brockenbrough, 2013). The dichotomy of “good girl/bad girl” is a reoccurring theme, reinforcing notions of heteronormativity, traditional gender expectations, and perpetuating existing silences (Acosta, 2010; Garcia, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Parental approval of “good girls” who are not “boy crazy” turns a blind eye to developing romantic relationships between LGBTQ Latina youth, increasing pressures to maintain multiple identities (Acosta, 2010). As LGBTQ youth reach expected marrying and childbearing age, familial approval shifts to disapproval when this is not actualized, further emphasizing pressures to conform to heteronormative expectations and maintain silences (Asencio & Battle, 2010; Brockenbrough, 2013). The intersection of culture, migration, and economic inequities reinforce the strength of and dependence on family, who provide essential support in the face of a multiplicity of structural and social barriers.…”

Section: Introductionmentioning

confidence: 99%

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Puerto Rican Latina Youth Coming Out to Talk About Sexuality and Identity

Fiddian-Green

Gubrium

Peterson

2016

Health Communication

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Public health efforts focused on Latina youth sexuality are most commonly framed by the syndemic of teen pregnancy and sexually transmitted infections, a narrow and often heteronormative focus that perpetuates silences that contribute to health inequities and overlooks the growing need for increased education, awareness, and support for LGBTQ youth. This article presents findings from the project Let’s Talk About Sex: Digital Storytelling for Puerto Rican Latina Youth, which used a culturally centered, narrative-based approach for analyzing participants’ own specifications of sexual values and practices. The strength of digital storytelling lies in its utility as an innovative tool for community-based and culturally situated research, as well as in its capacity to open up new spaces for health communication. Here we present two “coming out” case studies to illustrate the value of digital storytelling in supporting the development of meaningful and culturally relevant health promotion efforts for LGBTQ-identified Puerto Rican Latina youth across the life span.

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Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

Schey

2021

Reading Research Quarterly

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In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for compositional assignments in a secondary humanities course that combined English language arts and social studies (U.S. studies). Drawing from a broader literacy ethnography conducted at a high school in a Midwestern U.S. city, I argue that youth in the humanities course drew on curricular ideas and genres in their literacy performances in ways that resisted and reified oppressive values. Genres that encouraged extended dialogue resulted in interrogations of cisheteronormativity that were sustained and intersectional. However, youth's use of genres cited and reproduced racist and cisheteronormative Eurocentric, anti-Black, and assimilationist ideologies. Hence, there is a need for approaches to queer-inclusive curricula that explore intersections of queerness and race and attend to aspects of literacy and language practices beyond ideational and representational content.

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Introduction to the Special Issue: Queers of Color and Anti‐Oppressive Knowledge Production

Cited by 40 publications

References 41 publications

Racial Code Words, Re‐Memberings and Black Kids’ Civic Imaginations: A Critical Race Ethnography of a Post‐Civil Rights Leader

Racial Code Words, Re‐Memberings and Black Kids’ Civic Imaginations: A Critical Race Ethnography of a Post‐Civil Rights Leader

Puerto Rican Latina Youth Coming Out to Talk About Sexuality and Identity

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

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