This article critiques the pervasive institutional practices of white and male privilege and gendered racism. The study involves a range of data sources that provide sociohistorical and sociopolitical contexts in which to ground the Per- sonal: academic writings on race and gender, university reports, email correspondence, relevant newsmedia artifacts, as well as personal written accounts, conversations with colleagues and life experiences. ![]() The theoretical framework draws from critical perspectives on race, black feminisms and narrative and autoethnographic research methodologies. more This autoethnographic account documents and analyses university life as a racialised woman who has worked in both Canadian and American universities. This autoethnographic account documents and analyses university life as a racialised woman who h. Lastly, I call for teachers to embrace the nexus of issues that students negotiate in their daily lives as part of any potentially transformative pedagogy. In the quest for pedagogies relevant to students' lives, I call for fuller conceptualizations of Blackness that complicate notions of culture, transnational relationships, and global migrations. I argue that the goals of culturally relevant education for Black students within the formal mechanisms of Canadian schooling are impeded by the official policy of multiculturalism that frames the Canadian imaginary and does not include Black people. These studies took place in a majority Black K–5 school in addition, I conducted two studies in Illinois. I use my early ethnographic work to illustrate important aspects of culturally relevant pedagogies, to raise crosscultural differences, and as a springboard to engage with newer theorizations. In this reflective essay, I consider its challenges in Canadian contexts. more LadsonBillings's concept of Culturally Relevant Pedagogy for African American children has been widely reinterpreted in various contexts for racialized students. LadsonBillings's concept of Culturally Relevant Pedagogy for African American children has been. This approach to interviewing acknowledges our different voices, as well as our affinities through this collaboration. Our interview explores some questions together as a “we” and others individually to respect and highlight our own respective theoretical, socio-political and transnational experiences. Keenly aware of how few women and feminist scholars, particularly feminists of colour, are celebrated as “public intellectuals”, even when they are very accomplished in multiple spheres of intellectual life, we have chosen to interview Professor Avtar Brah, whose work is widely acclaimed and distinguished on its own terms and yet both owes a debt to, departs from and extends beyond Stuart Hall’s work. ![]() more Abstract: This interview explores the intellectual contours of Stuart Hall’s work through the insights of Professor Avtar Brah, Emerita, Birbeck College, whose own feminist post-colonial voice has shaped generations of scholarship on diaspora thinking and achieved a public intellectual distinguished status. ![]() She has received several awards including the Jason Millman Promising Scholar Award, AERA Distinguished Contributions to Gender Equity Research Award (SAGE) and the AERA Scholar of the Year Award (Research Focus on Black Education).Ībstract: This interview explores the intellectual contours of Stuart Hall’s work through the ins. Loraine Cook at the University of West Indies. She is currently conducting a Life History study in the Black Community in Vancouver and an ethnography in an inner-city school in Jamaica with Dr. She has written extensively about diverse feminisms and conceptual and methodological research issues especially in culture-specific contexts. Her scholarship examines Black girls and schooling, Black women teachers’ practice in Canada, U.S and the Caribbean as well as race, language, gender and culture in socio-cultural contexts of teaching and learning. Annette Henry is the David Lam Chair in Multicultural Education and a Professor the Department of Language and Literacy Education as well as the Social Justice Institute (Formerly the Institute of Gender, Race, Sexuality and Social Justice) at the University of British Columbia.
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