Conventional wisdom has it that education is the great equalizer in a society. Notwithstanding, access to higher education and terminal degrees have not proven synonymous with the establishment of legitimacy for many voices. Academics and scholars of color continue to confront barriers constituent of the racialized, gendered, and class(ed) baggage characterizing dominant social relations. In
I've Got a Story to Tell different members of academe struggle with the institutionalized constructs that pose real challenges to the transformation and democratization of higher education.
New York, Bern, Berlin, Frankfurt/M., Paris, Wien, 1999. VIII, 167 pp.
Contents: Sandra Jackson and José Solís Jordán: Being in Higher Education: Negotiating Identity and Place - José Solís Jordán:
Why Are You So Afraid, Güero? - Sandra Jackson: I Don't Do Dis Here Dat Dere: A Subtext of Authority in Teaching and Learning
- Marisa Alicea: ¿Acaso No Soy Maestra Tambien? (Ain't I a Teacher Too?) - K.E. Supriya: Race, Nationality, Gender,
and the Space of the Classroom: Writing a Pedagogical Story - Gladys M. Jiménez-Muñoz: «Leaving Normal»: Transcending Normativity
Within the Feminist/Women's History Classroom - Xing (Lucy) Lu: Identity Negotiation in the Classroom - Stephen Nathan Haymes:
«Travelin' a long way on a Broken Road» - Maria R. Vidal: A Cubana in the Classroom: The Experiences of One Latina in Academia
- Aminah B. McCloud: Processing - Clare Oberon Garcia: «Have YOU Ever Lived on Brewster Place?»: Teaching African-American
Literature in a Predominantly White Institution - Fassil Demissie: Native(s) in the Classroom: Displacement and Cultural Politics
- Alicia Chavira-Prado: Ni Eres Ni Te Pareces: Academia as Rapture and Alienation - Luis Ortiz-Franco: Doing Battle Inside