Un/Doing Intersectionality through Higher Education Research

Harris, Jessica C.; Patton, Lori D.

doi:10.1080/00221546.2018.1536936

Cited by 225 publications

(206 citation statements)

References 30 publications

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“…Intersectional racialized labor that was political included getting involved, building allies, and standing up for justice (Grier-Reed et al, 2020). This encompassed challenging and resisting erasure from feminist and anti-racist discourses, where feminist discourse has centered white women and anti-racist discourse has centered Black men leaving Black women at the margins of both (Collective, 1982;Harris & Patton, 2019). In AFAM, students questioned who the best allies for Black women were, given these realities, and discussed the importance of allying with other women of color-a kind of political intersectional racialized labor (Grier-Reed et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Grounded in intersectionality, this work is "about naming the unnamed" (Harris & Patton, 2019, p. 367), and extends previous work on racialized equity labor by Lerma et al (2019) in which students of color worked to transform their campuses into more just, welcoming institutions through unpaid institutional labor addressing gaps in support and resources. Intersectionality originates from the experiences of women of color, Black women in particular (Collective, 1982;Crenshaw, 1989;Collins, 1990;Harris & Patton, 2019), where Crenshaw (1991) proposed three types of intersectionality: political, representational, and structural. The AFAM discussion on standing up for justice referenced above provides an example of political intersectionality, where students allude to the Black female struggle not being centered in anti-racism work or in fighting patriarchy; hence, Black women in AFAM found themselves on "a whole other level of struggle" (Grier-Reed, 2020, p. 17).…”

Section: Alyssa Maplesmentioning

confidence: 99%

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The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)

Grier‐Reed

Maples

Williams-Wengerd

et al. 2020

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Although little may be new with respect to the lived experience of racialized labor for People of Color navigating whiteness and white spaces, this study is the first to identify racialized labor in everyday life. Adapting consensual qualitative research methods to a phenomenological frame, we examined 277 notes summarizing weekly discussions in the African American Student Network (AFAM) over a 13-year time period. Co-facilitated by Black faculty and graduate students, AFAM was a space for Black undergraduates to make meaning of their experiences and find community on campus. We defined racialized labor as the ongoing process of navigating hostile environments steeped in a white racial frame and identified six categories: (1) self-monitoring/self-policing; (2) flexing/making adjustments; (3) questioning; (4) affirming; (5) avoiding; and, (6) being the change or standing up for justice. Racial battle fatigue was one outcome of all the racialized labor—primarily anger, stress, frustration, hypervigilance, pressure, and exhaustion along with numbness, shock, sadness and disappointment. Both racialized labor and racial battle fatigue also occurred at the intersections of students’ lives in structural, political, and representational ways. Future studies that capture the ways in which racialized labor in everyday life is enacted by People of Color are needed. The ability to name racialized labor provides an important analytical tool for distinguishing the ongoing process of navigating racism from negative consequences such as racial battle fatigue. This line of research also has implications for creating spaces that facilitate racialized labor and wellbeing for Black people and People of Color.

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Section: Discussionmentioning

confidence: 99%

Section: Alyssa Maplesmentioning

confidence: 99%

The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)

Grier‐Reed

Maples

Williams-Wengerd

et al. 2020

jcscore

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“…How may leadership educators use intersectionality (Crenshaw, 1989) and Black Feminist Thought (Collins, 1989) to validate the experiences of Black womxn, center trans* peoples and epistemologies (Jourian, 2014;Nicolazzo, 2017), and foreground diverse Indigenous perspectives (Brayboy, 2005;Grande, 2015)? Yet, without critical reflexivity, leadership education and research risks appropriating frameworks in harmful and reductive ways (Harris & Patton, 2019). The original research and assessment methods are insufficient for future research endeavors.…”

Section: Methodsologies: Centering Critical Reflexivitymentioning

confidence: 99%

A Call for Centering Social Identities: Priority 1 of the National Leadership Education Research Agenda 2020–2025

Beatty

Irwin

Owen

et al. 2020

J of Leadership Studies

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“…In terms of data, the texts firstly study the syllabus for the course, as a document permeated with presumptions and embedding colonial practices. Following this, the reading list for the course prior to being changed provided a frame for further analysis following the insights raised by scholars like Charles (2019) and Harris and Patton (2019). After making curriculum changes the next part of the data consisted of evaluations from the course conducted in 2014 and 2018.…”

Section: Methodsology: Turning the Classroom Into A "Border Landscape"mentioning

confidence: 99%

A decolonial pedagogy for teaching intersectionality

Atehortúa

2020

NJCIE

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This article discusses a “pragmatic toolkit” for decolonizing a course by intersectionality combining key notions in literature in decolonial education with four components extracted from the works of Orlando Fals-Borda and Paulo Freire by Joao Mota Neto (2018). As a kind of toolkit for decolonial change, the article first combines the role of being a subversive scholar to address “injuries of coloniality” that places the discipline as part of a landscape of power in the context of a gender studies BA-course. Repairing these injuries of coloniality demanded curriculum changes, to restore the disobedient epistemology inherent in the concept of intersectionality. Second, in so doing, the pragmatic toolkit provided a participatory frame for exchanges of knowledge in a classroom composed of multiple identities, which then aimed to promote diversity and difference. Third, this orientation made a frame suitable for searching for other epistemic coordinates, exploring for example politics of emotion to erase barriers toward potential others, and including literature on coalitional politics. And fourth, revisiting the “telluric origins” of feminist research helped the students reinvent power through writing critical reflections that awaked their “interest in social action” to contest racism, sexism, ableism, ageism, transphobia, and speciesism.

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Un/Doing Intersectionality through Higher Education Research

Cited by 225 publications

References 30 publications

The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)

The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)

A Call for Centering Social Identities: Priority 1 of the National Leadership Education Research Agenda 2020–2025

A decolonial pedagogy for teaching intersectionality

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