Titlebook: Black Women‘s Liberatory Pedagogies; Resistance, Transfor Olivia N. Perlow,Durene I. Wheeler,BarBara M. Scot Book 2018 The Editor(s) (if ap

恃強凌弱

Coronary-Spasm

Calling on the Divine and Sacred Energy of Queens: Bringing Afrikan Indigenous Wisdom and Spiritualirofessional life in her efforts to support transformative learning in the lives of her students. Tolliver Atta also explores the healing and transformative impact that an African-centered pedagogy has had on learners with whom she has worked in the USA, in Ghana and in Kenya.

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: Negotiating Institutional Resistance to Revolutionary Pedagogy and Praxis in the HBCUlack College and University (HBCU) and as a human rights activist. Through the utilization of the critical works of hooks, Freire, Fanon, and Frazier, Spencer celebrates the passion of engaging students in critical and revolutionary pedagogy. Simultaneously, the chapter analyzes the manner in which

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Black Women Academics and Senior Managers Resisting Gendered Racism in British Higher Education Instdrawn from the authors’ experiences with White staff, and critical discussion and shared reflection as the chapter was being prepared. The chapter utilises the theoretical lenses of intersectionality and critical race theory that have coincided with and been supported by the phenomenological experie

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Gettin’ Free: Anger as Resistance to White Supremacy Within and Beyond the Academyck woman professor traversing hostile terrain while seeking to destabilize a white supremacist patriarchal academy and society. In so doing, she challenges the “angry black woman” stereotype as a social control mechanism that seeks to silence Black women. Furthermore, Perlow discusses how engaging i