Edited By Rochelle Brock, Dara Nix-Stevenson and Paul Chamness Miller
The Critical Black Studies Reader is a ground-breaking volume whose aim is to criticalize and reenvision Black Studies through a critical lens. The book not only stretches the boundaries of knowledge and understanding of issues critical to the Black experience, it creates a theoretical grounding that is intersectional in its approach. Our notion of Black Studies is neither singularly grounded in African American Studies nor on traditional notions of the Black experience. Though situated work in this field has historically
grappled with the question of «where are we?» in Black Studies, this volume offers the reader a type of criticalization that has not occurred to this point. While the volume includes seminal works by authors in the field, as a critical endeavor, the editors have also included pieces that address the political issues that intersect with – among others –
power, race, class, gender, sexuality, religion, place, and economics.
Part 1: Theories of Critical Black Studies
Part 1 Theories of Critical Black studies Part 1 offers perspectives on critical Black studies that ground the Black experience, offers fresh ideas and concepts to the study of the Black experience, and offers strategical or social change theories. Thus, theoretical perspectives are offered that serve not only african american studies but also the broader areas of ethnic, Women and Gender, and Cultural studies. drawing from postcolonial frameworks, in chapter 1, “remarks on Frantz Fanon’s Thought: deconstructing ‘White Mythologies,’ domenica Maviglia offers fresh insights through her examina- tion of Fanon’s work. her critique reminds us why Fanon’s theories of colonial oppression, racism, and alienation are more relevant today than when initially theorized. In chapter 2, “Nurturing Cultural Competence While Facilitating the developmental Progression of the Cognitive lens,” alexander hines and rinnel atherton use the narratives of preservice teachers to examine the relationship between intentional pedagogy, centered on nurturing cultural competen- cies to support the ability to engage in culturally responsive pedagogy. Their research ultimately reveals that teacher education programs, especially given the changing demographics of america, need to develop curricula that address cultural ways of knowing and other cultural issues that support educators becoming culturally competent practitioners. In chapter 3, “transnationalism: Competing definitions, Individual agency in an age of Globaliza- tion, and research trends,” G. sue Kasun defines transnationalism as inherently unbordered social prac- tices in the world among structures that have governing power over those practices. she then situates the definition among complementary and competing ideas about the...
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