This volume examines what and how the media teach, to and by whom, and for what purpose, in a rapidly shifting milieu of media content, platforms, and relations. While intimately concerned with education, authors move the discussion beyond the setting of formal schooling to uncover the ways in which the media contribute to individual and collective understandings of self and other, and their relations to society and communities in which they move. In doing so, the text encourages readers to transcend exclusionary discussions of citizenship to consider participation in local and global geographies against a neoliberal backdrop that marginalizes those unable to, unwilling to, and excluded from competing in the free market. Contributors extend their deliberations back to formal school settings to reaffirm pedagogies that rediscover the reading of texts—broadly defined—in the world through multimodalities. In this sense, the text strives to be transdisciplinary, and is appropriate for use in multiple disciplines and fields of study.
When Pulitzer Prize nominated author Richard Rodriguez published his autobiography,
Hunger of Memory: The Education of Richard Rodriguez in 1982, he received much criticism due to his views on issues such as assimilation, bilingual education, and affirmative action. Polemically, since Rodriguez’s publication, a book length revisiting of some of his ideas is for the most part non-existent.
Inspired by Rodriguez’s work,
Barrio Nerds: Latino Males, Schooling, and the Beautiful Struggle presents a compelling window into the schooling trajectories of Latino males, while also providing critical and alternative views. These portraits of working-class students and academics that achieved academic success move beyond clean victory narratives and thus complicate our notions of “success” and “rising up.” Blending versus separating the exploration of street kid/school kid identities, we get a glimpse into the merging and collision of multiple cultural worlds in ways that are liberating and often painful and full of ambivalence. Additionally, we get provocative takes on giftedness, the philosophical and political dimensions of “home,” and masculinities.
Barrio Nerds: Latino Males, Schooling, and the Beautiful Struggle is a reminder of how academic achievement is often embedded in gain and in loss and it is a thoughtful meditation on how many Latino males of working-class origins do not reject the past, but instead use this precious knowledge to holistically live out the present.
Immigrant Chinese women scientists and engineers who study and work in the United States constitute a rapidly growing yet understudied group. These women’s lived experiences and reflections can tell us a great deal about the current state of immigrant women scientists in the United States, how universities can help these women succeed, and about China’s emergence as a global scientific and technological superpower.
Chinese Dreams? American Dreams? is the first ethnographic study to document migrating Chinese-born women scientists’ and engineers’ educational experiences and careers in the U. S. It historically situates these women in current political, economic, and cultural contexts and examines the successful strategies they employ to survive discrimination, advance careers, establish networks, and promote transnational research collaborations during their educational and career journeys in the U. S. This study makes a valuable text for students, researchers, and policy makers in higher education, women’s studies, science and engineering studies, as well as for faculty who teach future scientists and engineers. It also introduces new multicultural, intersectional, and feminist perspectives on these crucial issues of gender, ethnicity, nationality, and class, as they impact women’s professional lives.
Gender in the Vampire Narrative addresses issues of masculinity and femininity, unpacking cultural norms of gender. This collection demonstrates the way that representations of gender in the vampire narrative traverse a large scope of expectations and tropes. The text offers classroom ready original essays that outline contemporary debates about sexual objectification and gender norms using the lens of the vampire in order to examine the ways those roles are undone and reinforced through popular culture through a specific emphasis on cultural fears and anxieties about gender roles. The essays explore the presentations of gendered identities in a wide variety of sources including novels, films, graphic novels and more, focusing on wildly popular examples, such as
The Vampire Diaries, True Blood, and
Twilight, and also lesser known works, for instance,
The Blood of the Vampire. The authors work to unravel the ties that bind gender to the body and the sociocultural institutions that shape our views of gendered norms and invite students of all levels to engage in interdisciplinary conversations about both theoretical and embodied constructions of gender.
Africa has witnessed massive changes in the last fifty years—from independence through structural adjustment, rule by military juntas in several countries and to a period now where the focus is on how best to prioritize their needs based on resources, national goals and human potential. There is general agreement that human capital is important in economic growth and development. There is always the need to ensure that resources and human capital are used appropriately to advance development. Gender disparities, whether in treatment, access to resources, resource utilization and the law, may in themselves retard or slow down development. Resources and human potential in all societies include how best to ensure there is no gender disparity and to fully tap the resources inherent in women for personal, social and national development. Beginning with the women’s suffrage movement, there has been the push to encourage gender equality worldwide. The Fourth World Conference on Women in Beijing in 1995 embodies the commitment of the international community to implement policies that will enhance the political, social, economic, educational empowerment of women. This book highlights the issues affecting women in Eastern and Southern Africa—what role does custom and patriarchy play in gender disparities in education, access to health, problems in the workplace and family relationships? How have women writers in the last twenty years presented the issues of patriarchy, women’s rights, globalism and women’s holistic development? What are recent developments that have helped improve the situation for some women? These are some of the issues that are covered in this book. The thesis of this book is that there have been policies and strategies developed that have worked to empower women. However, vestiges of sexism, gender disparities in several fields still remain and traditions/customs and patriarchy have aided in still keeping women down.
Belonging is an issue that affects us all, but for those who have been displaced, unsettled or made ‘homeless’ by the increased movements associated with the contemporary globalising era, belonging is under constant challenge. Migration throws into question not only the belongings of those who physically migrate, but also, particularly in a postcolonial context, the belongings of those who are indigenous to and ‘settlers’ in countries of migration, subsequent generations born to migrants, and those who are left behind in countries of origin.
Negotiating Belongings utilises narrative, ethnographic and autoethnographic approaches to explore the negotiations for belonging for six women from Dinka communities originating in southern Sudan. It explores belonging, particularly in relation to migration, through a consideration of belonging to nation-states, ethnic groups, community, family and kin. In exploring how the journeys towards desired belongings are haunted by various social processes such as colonisation, power, ‘race’ and gender, the author argues that negotiating belonging is a continual movement between being and becoming. The research utilises and demands different ways of listening to and really hearing the narratives of the women as embedded within non-Western epistemologies and ontologies. Through this it develops an understanding of the relational ontology,
cieng, that governs the ways in which the women exist in the world. The women’s narratives alongside the author’s experience within the Dinka community provide particular ways to interrogate the intersections of being and becoming on the haunted journey to belonging. The relational ontology of
cieng provides an additional way of understanding belonging, becoming and being as always relational.
Teaching and Learning Like a Feminist is a conversation between academics in Women’s Studies and Gender Studies about the politics of pedagogy in higher education. What does it mean to embody feminism in universities today? Written in a creative narrative style, Mackinlay explores the discursive, material and affective dimensions of what it might mean to live the personal-as-political-as-performative in our work as teachers and learners in the contemporary climate of neo-liberal universities. This book is both theory and story and aims to bring feminist theorists such as Virginia Woolf, Hélène Cixous, Sara Ahmed and bell hooks together in conversation with Mackinlay’s own experiences, and those of women she interviewed, in their diverse roles as ‘feminist-academic-subjects’. The fluid writing style presented is a deliberate attempt to enact a ‘post-academic’ form of literature and is playfully punctuated by black and white drawings.
Teaching and Learning Like a Feminist captures the precarious position of Women and Gender Studies in universities today, as well as the ‘danger’ inherent in grounding teaching and learning work in feminist politics. Mackinlay wraps herself in both and invites us to do the same. This book is designed to stimulate reflection and lively class discussion and is appropriate for courses in curriculum studies and pedagogy, education, feminism and feminist theory, gender and women’s studies, and narrative inquiry.
Set in the near future,
Terra Ludus follows a group of friends as their lives are turned upside down by the downstream effects of the actions of the protagonist, Daniela Bartoli. Five years after the professional International Women’s Basketball League is unceremoniously dumped by its parent men’s organization, Daniela is working in Los Angeles as a freelance journalist and playing regular weekend pick-up games with her friends Mike, Constantin, Dominic and Simeon. Her relatively simple life changes almost overnight after her vlog, challenging a powerful media corporation to step up and broadcast women’s basketball, goes viral. The publicity sets off a chain reaction that brings the sport back into international prominence and sucks Daniela into a vortex of media and public visibility that leads her to question what is really important. In an imagined context where all professional sport takes place in a single country—something like a permanent Olympic Games—we follow a cast of characters with very different viewpoints on a roller-coaster, year-long, journey as they adjust to the new women’s league. Although fictional,
Terra Ludus is grounded in decades of researching, theorizing, teaching and writing about women’s sport and media representation.
Terra Ludus can be read entirely for pleasure or used as supplemental reading in courses in sport, media, gender, communication, journalism, sociology, creative writing, performance, physical education and cultural studies.
Understanding Girls: Quantitative and Qualitative Research is a retrospective of the author’s research that led to receiving the
2013 Distinguished Contributions Award to Science Education through Research. This book includes selected articles that document changes in her research approaches and theoretical frameworks. The articles represent the evolution of her thinking about the issue of girls in science as well as her impact on science education. The author’s work is placed in the context of science education research at the time of publication, research in education and psychology, and the culture of the times. She pulls back the curtain that often makes the messy work of research seem straightforward and linear to reveal why she did the research and the methodological decisions she faced. She describes the serendipitous nature of some of the work as well as her frustrations in trying to understand data, and struggles to insure that she accurately and respectfully presented the voices of girls and their teachers. The book also includes some of the earliest research in engineering education preceding the focus on engineering practices found in the Next Generation Science and Engineering Standards.
Understanding Girls provides insights into why girls may or may not decide to participate in science and engineering and what can be done to increase their participation. It provides evidence that we have increased girls’ participation and the challenges that remain to insure that every girl who wants to become a scientist or engineer has the opportunity to do so.
Winner!Emerging Artist Award (Literature) from the 2015 Cleveland Arts Prize (May 2015)
Blackeyed is a collection of plays and monologues. The topics covered in the book include housing and foreclosure, suicide, assault, mental health, the Black male experience, and more. The book intersects with critical race theory because the majority of this work positions race at the center of the experiences of the fictional or fictionalized characters. Embedded in these chapters are the interweaving of personal and ancestral stories, news reports, informal conversations, observations, interviews, and online research expressed in language unapologetically Black, critical, reflexive, and proud.
Blackeyed can be used as a class text in theatre, education, creative writing, communication, women’s studies, sociology, and African American studies undergraduate and graduate courses. It can also be used by theatre practitioners, including actors and directors, working in community, regional and national theatre settings. Individuals including qualitative researchers interested in exploring more affective possibilities or arts-based researchers can also read this collection as an example of methodological exemplar. Finally, anyone interested in the Black experience as well as the specific topics covered in this book can read this collection of plays as one might read a collection of short stories.
Weems’ resonant poetic voice shines through the characters in bursts of dialect and nuance. Human conflict, racial undertones and the struggle for civil and human rights reverberate. If one were to attempt to connect with a glimpse of the lives of African Americans in this country absent from classroom history books and the limited cinematic mainstream depictions, Blackeyed is perfect starting point. In all of its admitted “messiness”, it provides context, perspective, form and substance. Through it all, the spirit of cultural authenticity is woven through the fabric of these narratives, perhaps unbeknownst to its author, connecting the DNA of the ancestors who planted the seeds of exposition in a griot long before her awareness of their existence. In the Now, they are undoubtedly marveling at the flower that blooms much to the delight of those exposed to its hauntingly tragic beauty." - Vince Robinson
Dr. Mary Weems exhibits her best writing through monologic and poetic forms in this intriguing collection of short dramatic works about African American experiences. Multiple voices showcase their characters’ struggles, humor, and triumphs through realistic and expressionistic modes. You don’t just “read” her dialogue; you hear it on the page. Weems’ writing styles are fluid, haunting, angry, poignant, and arresting. This is exciting theatrical work by one of qualitative inquiry’s most notable and important voices.” – Johnny Saldaña,
Professor Emeritus, Arizona State University, Author of
Ethnotheatre: Research from Page to Stage “
Mary Weems exemplifies literary arts-based inquiry practice in her new collection of plays, monologues and poems on the Black experience. She mines memory, history and auto/ethnography to craft pieces that are equal parts affective and effective. Affective in terms of their emotional impact and as acts of deep empathy. Effective in the ongoing struggle for social justice, equality and freedom. Weems shows us what risk-taking looks like in creative analytic practice: herwork embodies what Jonathan Lear calls “radical hope” as she insistson an ethical and caring stance in the face of cultural devastation. Read and learn.” – Monica Prendergast,
University of Victoria, Co-Editor,
Poetic Inquiry: Vibrant Voices in the Social Sciences “
In this rare and precious work, Mary Weems takes the reader into the lives of myriad human, abstract and material others, who capture our attention and imagination, pulling us into their personal-political worlds. We feel their breath and their blood, their passions and their longings; we know their disappointments, their anger, their love. Weems’s writing does this for us. Tackling urgent social and political issues through/with finely-wrought characters, Weems’ book, in its power and its craft, leaves us changed. Something shifts.” – Jonathan Wyatt,
The University of Edinburgh, Author of
Always in thresholds, Departures in Critical Qualitative Research, 3, 1, 8-17
It was fantastic, powerful, and intellectually rich. I love the way it connected disciplines; humanities, social sciences. It was a very liberal arts performance with a multidisciplinary perspective.” -
Denison University President Adam Weinberg, on Dr Mary Weems' performance of "Black Notes" at the DU campus on Martin Luther King Day 2016. ("Black Notes" is Dr Weems' one-woman play, which features several excerpts from her book