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This book is a compelling collection of essays on the intersection of race, gender and class in education written by leading black and postcolonial feminists of colour from Asia, Africa and the Caribbean living in Britain, America, Canada, and Australia. It addresses controversial issues such as racism in the media, exclusion in higher education, and critical multiculturalism in schools. Introducing new debates on transglobal female identity and cultures of resistance the book asks: How does black and postcolonial feminisms illuminate race and gender identity in new global times? How are race, gender and class inequalities reproduced and resisted in educational sites? How do women of colour experience race and gender differences in schools and universities? This book is a must for political and social commentators, academic researchers and student audiences interested in new feminist visions for new global times. This book was published as a special issue of Race, Ethnicity and Education.
This book is a compelling collection of essays on the intersection of race, gender and class in education written by leading black and postcolonial feminists of colour from Asia, Africa and the Caribbean living in Britain, America, Canada, and Australia. It addresses controversial issues such as racism in the media, exclusion in higher education, and critical multiculturalism in schools. Introducing new debates on transglobal female identity and cultures of resistance the book asks: How does black and postcolonial feminisms illuminate race and gender identity in new global times? How are race, gender and class inequalities reproduced and resisted in educational sites? How do women of colour experience race and gender differences in schools and universities? This book is a must for political and social commentators, academic researchers and student audiences interested in new feminist visions for new global times. This book was published as a special issue of Race, Ethnicity and Education.
For too long feminism and multiculturalism have been co-opted by the forces they seek to dismantle. However, in this manifesto, Francoise Verges argues that feminists should no longer be handmaidens of capitalism, colonialism and imperialism and fight the system that created the boss, built the prisons and polices women's bodies.Attuned to the temporalities of contemporary struggles, the book incorporates issues such as Eurocentrism, whiteness, power, inclusion and exclusion, within feminist discourse. Throughout we touch upon feminist and anti-racist histories, as well as assessing contemporary activism, including #MeToo and the Women's Strike.Centring colonialism and imperialism within intersectional Marxism, this is an urgent demand to free ourselves from the capitalist, imperialist forces that oppress us.
In spite of the double burden of racial and gender discrimination, African-American women have developed a rich intellectual tradition that is not widely known. In Black Feminist Thought, Patricia Hill Collins explores the words and ideas of Black feminist intellectuals as well as those African-American women outside academe. She provides an interpretive framework for the work of such prominent Black feminist thinkers as Angela Davis, bell hooks, Alice Walker, and Audre Lorde. The result is a superbly crafted book that provides the first synthetic overview of Black feminist thought.
When Feminist Theory: From Margin to Center was first published in 1984, it was welcomed and praised by feminist thinkers who wanted a new vision. Even so, individual readers frequently found the theory "unsettling" or "provocative." Today, the blueprint for feminist movement presented in the book remains as provocative and relevant as ever. Written in hooks's characteristic direct style, Feminist Theory embodies the hope that feminists can find a common language to spread the word and create a mass, global feminist movement.
This innovative and lively book is quite unlike any other introduction to postcolonialism. Robert Young examines the political, social, and cultural after-effects of decolonization by presenting situations, experiences, and testimony rather than going through the theory at an abstract level. He situates the debate in a wide cultural context, discussing its importance as an historical condition, with examples such as the status of aboriginal people, of those dispossessed from their land, Algerian raï music, postcolonial feminism, and global social and ecological movements. Above all, Young argues, postcolonialism offers a political philosophy of activism that contests the current situation of global inequality, and so in a new way continues the anti-colonial struggles of the past. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.
'This book is a great genealogy of black women's unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature' - Diane Reay, Professor of Education, Cambridge University Race, Gender and Educational Desire reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women teachers and students in schools and universities. It explores the intersectionality of race and gender in education, taking the topic in new, challenging directions and asking How does race and gender structure the experiences of black and ethnicised women in our places of learning and teaching? Why, in the context of endemic race and gender inequality, is there a persistent expression of educational desire among black and ethnicised women? Why is black and ethnicised female empowerment important in understanding the dynamics of wider social change? Social commentators, academics, policy makers and political activists have debated the causes of endemic gender and race inequalities in education for several decades. This important and timely book demonstrates the alternative power of a black feminist framework in illuminating the interconnections between race and gender and processes of educational inequality. Heidi Safia Mirza, a leading scholar in the field, takes us on a personal and political journey through the debates on black British feminism, genetics and the new racism, citizenship and black female cultures of resistance. Mirza addresses some of the most controversial issues that shape the black and ethnic female experience in school and higher education, such as multiculturalism, Islamophobia, diversity, race equality and equal opportunities Race, Gender and Educational Desire makes a plea for hope and optimism, arguing that black women's educational desire for themselves and their children embodies a feminised prospectus for a successful multicultural future. This book will be of particular interest to students, academics and researchers in the field of education, sociology of education, multicultural education and social policy. Heidi Safia Mirza is Professor of Equalities Studies in Education at the Institute of Education, University of London, and Director of the Centre for Rights, Equalities and Social Justice (CRESJ). She is also author of Young, Female and Black (Routledge).
The management of social, religious and ethnic diversity is a key social policy concern in Britain, and Muslims in particular have become a focus of attention in recent years. This timely and topical volume examines the position of Muslims in Britain and how they are changing and making social, political and religious space. With contributions from world renowned scholars on British Muslims and from policy makers writing on issues of concern to Muslims and others alike, the book explores how British Muslims are changing social and religious spaces such as mosques and the role of women, engaging in politics, creating media and other resources, and thus developing new perspectives on Islam and transforming Muslim society from within. Chapters cover issues of religion and politics, Britishness, governance, parallel lives, gender issues, religion in civic space, ethnicity, and inter ethnic and religious relations, as well as the role of intellectuals, chaplains and activists in reforming Islam and renovating the British political landscape. Providing a broad and comprehensive examination of the key issues surrounding Muslims in the UK, this book will be a valuable resource for students, lecturers and researchers in sociology, social policy, geography, politics, Islamic studies and other related disciplines.
The phrase ‘the edge of race’ can be used both as a description and as a response to two key concerns. The first of these is that while race is increasingly on the periphery of education policy – with a growing disregard shown for racist inequities, as education systems become dominated by market-driven concerns – it is important that we map the shifting relations of race in neoliberal politics and policies. The second concern is that at this time, within and outside the spaces of the academy, even to mention race equity is to risk condemnation, marginalization, and ridicule. The authors in this collection use ‘the edge of race’ as a provocation in order to examine the concepts, methodologies, policies, politics, processes, and practices associated with race and racism in education. The chapters offer empirical examples of the perpetuation and perniciousness of racism that point to the continued salience of research about race. Additionally, the chapters make contributions to conceptual and methodological understandings of race and racism. The contributors illustrate the contingency, productivity, and fragility of race as a concept, and point to how educational research continues to be a contested site in, and from which to study, race and education. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
How do racialized migrant mothers contest hegemonic racialized formations of citizenship? Bringing together leading scholars from international and multi-disciplinary perspectives, this book shows how migrant mothers realise and problematise their role in bringing up future citizens in modern societies, increasingly characterised by racial, ethnic, religious, cultural and social diversity. The book stimulates critical thinking on how migrant mothers creatively intervene into citizenship by reworking its racialized meanings and creating new, racially plural practices and challenging boundaries. The contributions explore the processes that shape migrant mothers’ cultural and caring work in enabling their children to occupy a place as future citizens despite and against their racialized subordination. The book contributes to disciplinary fields of politics, sociology, anthropology, psychoanalysis, participatory arts practice and theory, geography, queer and gender studies, looking at the thematic areas of participatory arts, family forms, social activism, and education in the US, Canada, the UK, France, Portugal. These cross-cultural and disciplinary perspectives contribute to the exciting emergence of a distinctive field of research engaging with pressing intellectual and social issues of how ideas and practices of citizenship develop in the face of increasing spatial mobility and across boundaries of generation and ethnicity, in the process requiring new, creative interventions into how we think about and do citizenship. This book was originally published as a special issue of Ethnic and Racial Studies.