Strategies of Representation: Autobiographical Metissage and Critical Pragmatism

Zuss, Mark

doi:10.1111/j.1741-5446.1997.00163.x

Cited by 13 publications

(3 citation statements)

References 2 publications

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“…Standardized systems for sharing scientific knowledge and codifying scientific practice, derived from white middle-class norms, promote understandings that devalue indigenous scientific knowledge [65]. According to Zuss [78], student awareness of differences manifests in conscious decisions to either apply dominant cultural norms or reject them for alternative options. Therefore, studying science disengagement acknowledges marginalized students' awareness of their exclusion from the creation of scientific knowledge and practice.…”

Section: Science Engagement and Crspmentioning

confidence: 99%

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

Nkrumah

2023

Education Sciences

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Although African American educators strive to ameliorate racist and/or sexist barriers to learners’ science engagement in U.S. education, examples of applications of culturally relevant science instruments to measure African American learners’ engagement in science are hard to find in the literature. Inaccurate perceptions about student engagement in science education continue to exist, including assumptions about the prevalence and effects of low socioeconomic status, limited content knowledge, and a lack of interest or motivation of African American learners compared to white learners. Most exemplars of student engagement in science focus on the cognitive, behavioral, and social mores of white, male, cisgender, middle-class learners and their reactions to teacher pedagogy. This article reports on a qualitative study of three African American female and male secondary science educators’ narratives of “engagement” in science amongst systemic inequities in the northeastern and southeastern U.S. regions. To better understand African American learners’ science engagement, I combined socially transformative science curriculum approaches for African American students using five types of mastery with the concepts of culturally relevant science pedagogy as the facilitator of racial equity. A critical-arts-based research methodology was used to craft participants’ autobiographical data and drawings into a literary métissage of the participants’ experiences, memories, and culturally relevant pedagogical strategies. Themes included: (1) teachers’ recognition that their interest and positionality impacted their engagement in science; (2) their understanding of how identifying as scientists informed their career choices and modes of participation; and (3) their observations about how mentoring and vision influenced students’ attitudes about engaging in science. The major finding was that critical incidents that teachers experienced when they were students in K-20 schools influenced how they became engaged in science and constructed their culturally relevant practices as science educators. The implications of this finding for pre-service and teacher leadership development for equitable teaching and learning will be discussed, and recommendations for using culturally relevant science practices and navigating power dynamics will be provided.

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Section: Science Engagement and Crspmentioning

confidence: 99%

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

Nkrumah

2023

Education Sciences

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“…Métissage (Lionnet, 1989;Hasbe-Ludt, Chambers, & Leggo, 2009;Zuss, 1997) -'a concept... a practice' (Lionnet, 1989, p. 6) and a 'praxis' (p. 8) -is useful for understanding the significance of Hannah Baker's 13 messages. Métissage, a kind of autobiographical production, encompasses many characteristics that resonate in Hannah's generative project;…”

Section: Métissage As Strategymentioning

confidence: 99%

“…Despite the tragic trauma(s) in Hannah's narrative, this paper argues that even though Hannah dies by suicide, Hannah nevertheless authors herself as a kind of resistant feminist 'willful child' (Ahmed, 2014) at the end of her life. She does so by employing the cassette tapes as tools for braiding a subversive métissage (Lionnet, 1989;Hasbe-Ludt, Chambers, & Leggo, 2009;Zuss, 1997) of 13 testimonial messages that function to combat both hostile and benevolent sexism (Glicke & Fiske, 1996) by challenging the male gaze (Mulvey, 1975) and exercising her own optic agency to bear witness to sexual violence. Her messages map a 'coming to voice ' (hooks, 1994), enacting a kind of 'feminism as screaming in order to be heard' (Ahmed, 2017, p. 73).…”

Section: Introduction: Hannah's Willmentioning

confidence: 99%

“Why would a dead girl lie?”: Hannah Baker as Willful Child ‘come to voice’ in 13 Reasons Why

Moore

2018

pecl

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This paper examines representations of hostile and benevolent sexism in the young adult novel 13 Reasons Why (Asher, 2007), and how the female protagonist, Hannah Baker, resisted such manifestations of rape culture. Hannah exercised such resistance by taking on a willful girl-child (Ahmed, 2014) subject position through the creation of her métissage of taped testimonial messages recorded for thirteen peers who in some way influenced her death by suicide. As such, her project enabled Hannah to ‘come to voice’ (hooks, 1994) particularly in response to three sexist characters – Tyler, Bryce, and part-time narrator, Clay.

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Métissage

Campbell-Chudoba

2023

Springer Texts in Education

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Strategies of Representation: Autobiographical Metissage and Critical Pragmatism

Cited by 13 publications

References 2 publications

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

“Why would a dead girl lie?”: Hannah Baker as Willful Child ‘come to voice’ in 13 Reasons Why

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