Teaching Analysis and Agency Using Racist and Sexist Imagery: Implications for Cultural Studies in the College Classroom

Autor/in	Nicol, Donna J.
Titel	Teaching Analysis and Agency Using Racist and Sexist Imagery: Implications for Cultural Studies in the College Classroom
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 22 (2012) 2, S.89-107 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
Schlagwörter	African Americans; Females; Elective Courses; Black Studies; Womens Studies; Cultural Awareness; Cultural Context; Mass Media Effects; Curriculum Development; Teaching Methods; Controversial Issues (Course Content); Sexuality; Popular Culture; Gender Bias; Racial Bias; Visual Aids; Content Analysis; Stereotypes; Higher Education; California + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Elective course; Wahlkurs; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Sexualität; Popkultur; Geschlechterstereotyp; Racial discrimination; Rassismus; Anschauungsmaterial; Inhaltsanalyse; Klischee; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kalifornien
Abstract	Black Women in America is an upper-division elective course for students majoring in African American or women's studies at California State University Fullerton (CSUF). The author has taught this course at CSUF at least once a year since 2002 and have changed the course readings, lectures, and assignments on a regular basis. In April 2007, however, when American radio personality Don Imus created a national controversy by referring to the Rutgers women's basketball team, whose players were predominantly Black, as a group of "nappy-headed hos," the author was provoked to completely overhaul her approach to teaching this course. It was clear that her students did not fully understand the complicated cultural issues raised by Imus's comments. This article describes how the author incorporated visual images of Black women in media and culture to help her students challenge narrow, false, and distorted depictions of Black women's daily lives. It further explains her intellectual rationale for the particular course goals, objectives, and pedagogical tools she took up using a three-pronged approach to cultural studies analysis. Finally, this article showcases some of her students' work, which demonstrates how students can use their analytical skills to promote Black women's agency. (Contains 4 figures and 2 notes.) (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10