Gendered and Racialized Identities and Alliances in the Classroom: Formations in/of Resistive Space

Communication Education

Volumn 52, Issue 3-4, 2003, Pages 230-244

  Johnson, Julia R ^a   Bhatt, Archana J ^b  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF RICHMOND   (United States)

Author keywords

"race"; Critical pedagogy; Difference; Gender; Identity; Resistance; Transracial feminist alliances

Indexed keywords

EID: 0942300521     PISSN: 03634523     EISSN: None     Source Type: Journal    
DOI: 10.1080/0363452032000156217     Document Type: Review

References (58)

1. Alexander, B. K. (1999). Performing culture in the classroom: An instructional (auto) ethnography. Text and Performance Quarterly, 19, 307-331.
2. Alexander, B. K., & Warren, J. T. (2002). The materiality of bodies: Critical reflections on pedagogy, politics and positionality. Communication Quarterly, 50, 328-343.
3. Alexander, M. J., & Mohanty, C. T. (1997). Feminist genealogies, colonial legacies, democratic futures. New York: Routledge.
4. Allen, B. J., Orbe, M. P., & Olivas, M. R. (1999). The complexity of our tears: Dis/enchantment and (in)difference in the academy. Communication Theory, 9, 402-429.
5. Bell, E. (1995). Toward a pleasure-centered economy: Wondering a feminist aesthetics of performance. Text and Performance Quarterly, 15, 99-121.
6. Boal, A. (1995). The rainbow of desire: The Boal method of theatre and therapy. New York: Routledge.
7. Bornstein, K. (1999). My gender workbook. New York: Routledge.
8. Carnoy, M. (1989). Education, state and culture in American society. In H. A. Giroux & P. L. McLaren (Eds.), Critical pedagogy, the state and cultural struggle (pp. 3-23). New York: State University of New York Press.
9. Carrillo-Rowe, A. M. (2001). Locating feminism's subject: The paradox of White femininity and the struggle to forge feminist alliances. Communication Theory, 10, 64-80.
10. Carrillo-Rowe, A. M. (2002). Bridge inscriptions: Transracial feminist alliances, possibilities, and foreclosures. In M. J. Collier (Ed.) Intercultural alliances: Critical transformation (pp. 49-80). Newbury Park, CA: Sage.
11. Collier, M. J. (2002). Negotiating intercultural alliance relationships: Toward transformation. In M. J. Collier (Ed.), Intercultural alliances: Critical transformation (pp. 1-16). Newbury Park, CA: Sage.
12. Collier, M. J., Hegde, R. S., Lee, W. S., Nakayama, T. K., & Yep, G. A. (2001). Dialogue on the edges: Ferment in communication and culture. In M. J. Collier (Ed.), Transforming communication about culture: Critical new directions (pp. 218-280). Newbury Park, CA: Sage.
13. Conquergood, D. (1985). Performing as a moral act: Ethical dimensions of the ethnography of performance. Literature in Performance, 52, 1-13.
14. Cooks, L., & Sun, C. (2002). Constructing gender pedagogies: Desire and resistance in the "alternative" classroom. Communication Education, 51, 293-310.
15. Cooks, L. M. (2001). From distance and uncertainty to research and pedagogy in the borderlands: Implications for the future of intercultural communication. Communication Theory, 11, 229-351.
16. Davis, O. I. (1998). A Black woman as rhetorical critic: Validating self and violating the space of otherness. Women's Studies in Communication 21, 77-89.
17. Delgado-Bernal, D. (2001). Learning and living pedagogies of the home: The mestiza consciousness of Chicana students. Qualitative Studies in Education, 14, 623-639.
18. Delpit, L. (1995). Other people's children. New York: The New Press.
19. Delpit, L. (2002). No kinda sense. In L. Delpit & J. K. Dowdy (Eds.), The skin that we speak (pp. 31-48). New York: The New Press.
20. Ellsworth, E. (1989). Why doesn't this feel empowering?: Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297-324.
21. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
22. Grace, A. P., & Benson, F. J. (2000). Using autobiographical queer life narratives of teachers to connect personal, political and pedagogical spaces. International Journal of Inclusive Education, 4, 89-109.
23. Harris, T. M. (2001). Student reactions to the visual texts "The Color of Fear" and "Rosewood" in the interracial classroom. The Howard Journal of Communication, 12, 101-117.
24. Hegde, R. S. (1998). Swinging the trapeze: The negotiation of identity among Asian Indian immigrant women in the United States. In D. V. Tanno & A. Gonzalez (Eds.), Communication and identity: International and intercultural annual (pp. 34-55). Thousand Oaks, CA: Sage.
25. Heinz, B. (2002). Enga(y)ging the discipline: Sexual minorities and communication studies. Communication Education, 51, 95-104.
26. hooks, b. (1994). Teaching to transgress. New York: Routledge.
27. Jackson, R. L., II. (1999). White space, White privilege: Mapping discursive inquiry into the self. Quarterly Journal of Speech, 85, 38-54.
28. Johnson, E. P. (2001). 'Quare' studies, or (almost) everything I know about queer studies I learned from my grandmother. Text and Performance Quarterly, 21, 1-25.
29. Johnson, J. R., Pliner, S. M., & Burkhart, T. (2002). d/Deafness and the basic course: A case study of Universal Instructional Design and students who are d/Deaf in the oral (aural) communication classroom. Basic Course Communication Annual, 14, 211-241.
30. Kearney, P., Plax, T. G., Richmond, V. P., & McCroskey, J. C. (1984). Power in the classroom IV: Alternatives to discipline. In R. Bostrom (Ed.), Communication yearbook 8 (pp. 724-746). Beverly Hills, CA: Sage.
31. Kearney, P., Plax, T. G., Richmond, V. P., & McCroskey, J. C. (1985). Power in the classroom III: Teacher communication techniques and messages. Communication Education, 34, 19-28.
32. Kearney, P., Plax, T. G., Smith, V. R., & Sorensen, G. (1988). Effects of teacher immediacy and strategy type on college student resistance to on-task demands. Communication Education, 37, 54-67.
33. Kramer, E. M. (2000). Cultural fusion and the defense of difference. In M. K. Asante & E. Min (Eds.), Socio-cultural conflict between African Americans and Korean Americans (pp. 183-230). Boston: University Press of America.
34. Lee, M. W. (Director). (1994). Color of fear [Motion picture]. United States: Stir-Fry Productions.
35. Lee, W. S. (1998). In the names of Chinese women. Quarterly Journal of Speech, 84, 283-302.
36. Lee, W. S. (1999). One whiteness veils three uglinesses: From border crossing to a womanist interrogation of gendered colorism. In T. K Nakayama & J. N. Martin (Eds.), Whiteness: The communication of social identity (pp. 279-298). Newbury Park, CA: Sage.
37. Lewis, M., & Simon, R. I. (1986). A discourse not intended for her: Learning and teaching within patriarchy. Harvard Educational Review, 56, 457-472.
38. Lorde, A. (1984). Sister outsider. Freedom, CA: Crossing Press.
39. Martin, J. N., & Nakayama, T. K. (1999). Thinking dialectically about culture and communication. Communication Theory, 9, 1-25.
40. McCroskey, J. C., & Richmond, V. P. (1983). Power in the classroom I: Teacher and student perceptions. Communication Education, 32, 175-184.
41. Moorti, S. (2001). Queering the nation: Diasporic cinema and media definitions of Indian femininity. In M. J. Collier (Ed.), Transforming communication about culture: Critical new directions (pp. 132-161). Newbury Park, CA: Sage.
42. Nicotera, A. M. (1999). The woman academic as subject/object/self: Dismantling the illusion of duality. Communication Theory, 9, 430-464.
43. Nieto, S. (1999). Critical multicultural education and students' perspectives. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and anti-racist education (pp. 191-215). Philadelphia: Falmer Press.
44. Pearson, J. (2001). Michele Foucault: Fearless speech. Los Angeles: Semiotext(e).
45. Perkins, S. J. (1994). Toward a rhetorical/dramatic theory of instructional communication. Communication Education, 43, 222-235.
46. Plax, T. G., Kearney, P., McCroskey, J. C., & Richmond, V. P. (1986). Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning. Communication Education, 35, 43-55.
47. Roach, K. D. (1994). Temporal patterns and effects of perceived instructor compliance-gaining use. Communication Education, 43, 236-245.
48. Roach, K. D. (1995). Teaching assistant argumentativeness and perceptions of power use in the classroom. Communication Research Reports, 12, 94-103.
49. Rodriguez, J. I., Cai, D. A. (1994). When your epistemology gets in the way: A response to Sprague. Communication Education, 43, 263-272.
50. Said, E. W. (1978). Orientalism. New York: Pantheon Books.
51. Sprague, J. (1992). Expanding the research agenda for instructional communication: Raising some unasked questions. Communication Education, 41, 1-25.
52. Sprague, J. (1993a). Retrieving the research agenda for communication education: Asking the pedagogical questions that are "embarrassments to theory." Communication Education, 42, 106-122.
53. Sprague, J. (1993b). Why teaching works: The transformative power of pedagogical communication. Communication Education, 42, 349-366.
54. Sprague, J. (1994). Ontology, politics and instructional communication research: Why we can't just "agree to disagree" about power. Communication Education, 43, 273-290.
55. Warren, J. T. (1999). The body politic: Performance pedagogy and the power of enfleshment. Text and Performance Quarterly, 19, 257-265.
56. Warren, J. T. (2001a). Doing whiteness: On the performative dimensions of race in the classroom. Communication Education, 50, 91-108.
57. Warren, J. T. (2001b). The social drama of a "Rice Burner": A (re)constitution of whiteness. Western Journal of Communication, 65, 184-205.
58. West, R., & Pearson, J. C. (1994). Antecedent and consequent conditions of student questioning: An analysis of classroom discourse across the university. Communication Education, 43, 299-311.