2002
DOI: 10.1080/713845321
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The Intersections of Race, Class, and Gender in the Teacher Preparation of an African American Social Justice Educator

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Cited by 20 publications
(15 citation statements)
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“…Emphasis was placed on developing interdisciplinary curriculum that valued the experiences and cultures of learners. In both courses, I placed emphasis on examining social differences through the intersectionality framework that proposes that educators analyze differences such as race, gender, religion, language, and class, not in isolation but in relation to each other (Knight, 2002). For example, by utilizing the framework, we can examine how Asian American women are viewed as the Other in U.S. society not only because of gender discourses but also because of race, ethnicity, sexuality, and social class, differences.…”
Section: Setting and Context Of Researchmentioning
confidence: 99%
“…Emphasis was placed on developing interdisciplinary curriculum that valued the experiences and cultures of learners. In both courses, I placed emphasis on examining social differences through the intersectionality framework that proposes that educators analyze differences such as race, gender, religion, language, and class, not in isolation but in relation to each other (Knight, 2002). For example, by utilizing the framework, we can examine how Asian American women are viewed as the Other in U.S. society not only because of gender discourses but also because of race, ethnicity, sexuality, and social class, differences.…”
Section: Setting and Context Of Researchmentioning
confidence: 99%
“…Yet, as Amy shared this image of herself as depicted on her name tag, more complex understandings of diversity, caring, and social justice emerge rooted in Black humanist visions of caring (Collins, 1991;Ah Nee-Benham & Dudleyy, 1997;Beauboeur-Lafontant 2002;Knight, 2002Knight, , 2003.…”
Section: Amy's Early Family Experiencesmentioning
confidence: 96%
“…For example, Walker (1996) and Irvine (2001) examine the bene®ts of institutional and interpersonal structures of care during segregation and the collective whole, respectively. Some of the African-American pre-service teachers in Knight's (2002) study articulated a timeless connection between their struggles to become teachers and their power to resist denigrating self and community images to the struggles of their forbearers. By grounding her narratives in such poems as Still I rise by Maya Angelou, one African-American pre-service teacher claimed a timeless connection to African-Americans'`legacy of struggles' to overcome adverse situations (Collins, 1991, p. 22).…”
Section: Multicultural Feminists and Critical Theories Of Care And Somentioning
confidence: 97%
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“…An interdisciplinary feminist framework engages and brings scholars of educational research into dialog with the intellectual traditions of African-American, Asian, Latino/a, Native American and White feminist theorists from disciplines such as sociology, anthropology, history, and women's studies. Specifically, we utilize teachers' concrete experiences to illustrate their cultural strengths (Knight 2004), challenge stereotypical representations of diverse populations moving them from deficit constructions to spaces of possibility (Oesterreich 2007), emphasize both/and perspective -a simultaneous focus on the ways in which identities are experienced singularly as well as intersected (Knight 2002), and illuminate how agency is employed in constructing curricular and pedagogical practices (Davies 2000).…”
Section: Introductionmentioning
confidence: 99%