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In this book, Stefan Battle weaves together autoethnographic narrative and ethnographic performance material from his own life and those of four other Black men, to show the untold impact of racial trauma on these everyday lives. By engaging readers with these experiences, stories, and pain, the book aims to help to stop racial trauma and heal the race-based grief of the many Black men who need to speak out against racial injustice United States. Battle organizes the book as a performative account of a one-day workshop that he might teach to college students or other adults. He uses individual activities including an interview with a White woman regarding her relationship to race and racism, a staged reading in which five Black men share their stories, an audience discussion about race and racism, and Battle’s performative talk, sharing the author’s desire for people of all races, to self-reflect and then talk among themselves about race and racism. Battle’s powerful book reveals that each Black man’s unique story is important and that understanding something of a person’s hidden context for processing the traumas of racism can lead to new understanding and healing. To this end, Battle examines issues such as Black men's mental health and the wider societal systemic racism in the US that provokes tension and harm to the racial victimization of Black men. Suitable for students and scholars of qualitative research and autoethnography in the social sciences, communication studies, education, social work, and Africana or Black studies, this book will also be of interest to anyone seeking to better understand and engage with the Black male experience in the US.
Writing Philosophical Autoethnography is the result of Alec Grant’s vision of bringing the disciplines of philosophy and autoethnography together. This is the first volume of narrative autoethnographic work in which invited contributing authors were charged with exploring their issues, concerns, and topics about human society, culture, and the material world through an explicitly philosophical lens. Each chapter, while written autoethnographically, showcases sustained engagement with philosophical arguments, ideas, concepts, theories, and corresponding ethical positions. Unlike much other autoethnographic work, within which philosophical ideas often appear to be "grafted on" or supplementary, the philosophical basis of the work in this volume is fundamental to its shifting content, focus, and context. The narratives in this book, from scholars working in a range of disciplines in the humanities and human sciences, function as narrative, conceptual, and analytical exemplars to act as a guide for autoethnographers in their own writing, and suggest future directions for making autoethnography more philosophically rigorous. This book is suitable for students and scholars of autoethnography and qualitative methods in a range of disciplines, including the humanities, social and human sciences, communication studies, and education.
A narrative inquiry into the lives of three men, Robert, Raheem, and Warren, this book shares their stories about over-discipline in school, adverse teacher-student relationships, and violent community policing that proceeded and intersected with their involvement in the criminal justice system. After being incarcerated, the men restored their dreams through the same structure that helped remove them from society—the education system. This book critically analyzes the school policies and individual practices that inflict educational harm upon the lives of students who experience criminalization, disengagement, and lack connectedness and a sense of belonging at school. The narratives center the voices of three men who describe how home environments and educational policies and practices structure schools into locations where Black and other minoritized students are forced to survive. Their stories help examine how criminalized experiences—school removal and incarceration—intersect with historical and social factors that create anti-Black practices in schools and communities. These narrative accounts are critical pedagogical tools for those who work with Black, Latinx, low-income, and other minoritized youth. Readers will have a more in-depth understanding about how Black males experience schools, neighborhoods, and the world. This volume will appeal to teachers and teacher educators in K-12 schools, colleges, and universities. More specifically, faculty in programs that lead to elementary, middle, and secondary education certifications can incorporate the stories into courses around cultural diversity, equity and inclusion, social justice, and humanizing pedagogies. Community organizations can use the narrative accounts to create spaces for transformative conversations that aim to improve school and community policing practices.
This edited volume examines how and where gay men of color find “home” and what kind of home they find, how they make sense of race and sexuality, and how their experiences reflect what it means to be “raced” and “sexed” in America. The contributors argue both racially and sexually marginalized groups all confront levels of racism and heterosexism that is practiced by the larger ethnic and sexual communities that use white heterosexuality as the “norm” to which all others are compared. They further argue that despite different constructions of race and ethnicity, there are similar themes for racialized groups that need to be explored.
Now in its third edition, this text examines how African Americans personally and culturally define themselves and how that definition informs their communication habits, practices, and norms. This edition includes new chapters that highlight discussions of gender and sexuality, intersectional differences, contemporary social movements, and digital and mediated communication. The book is ideally suited for advanced students and scholars in intercultural communication, interpersonal communication, communication theory, African American/Black studies, gender studies, and family studies.
This volume uses autoethnography—cultural analysis through personal narrative—to explore the tangled relationships between culture and communication. Using an intersectional approach to the many aspects of identity at play in everyday life, a diverse group of authors reveals the complex nature of lived experiences. They situate interpersonal experiences of gender, race, ethnicity, ability, and orientation within larger systems of power, oppression, and social privilege. An excellent resource for undergraduates, graduate students, educators, and scholars in the fields of intercultural and interpersonal communication, and qualitative methodology.
Latinx hypersexualized lovers or kingpin predators pulsate from our TVs, smartphones, and Hollywood movie screens. Tweets from the executive office brand Latinxs as bad-hombre hordes and marauding rapists and traffickers. A-list Anglo historical figures like Billy the Kid haunt us with their toxic masculinities. These are the themes creatively explored by the eighteen contributors in Decolonizing Latinx Masculinities. Together they explore how legacies of colonization and capitalist exploitation and oppression have created toxic forms of masculinity that continue to suffocate our existence as Latinxs. And while the authors seek to identify all cultural phenomena that collectively create reductive, destructive, and toxic constructions of masculinity that traffic in misogyny and homophobia, they also uncover the many spaces—such as Xicanx-Indígena languages, resistant food cultures, music performances, and queer Latinx rodeo practices—where Latinx communities can and do exhale healing masculinities. With unity of heart and mind, the creative and the scholarly, Decolonizing Latinx Masculinities opens wide its arms to all non-binary, decolonial masculinities today to grow a stronger, resilient, and more compassionate new generation of Latinxs tomorrow. Contributors Arturo J. Aldama Frederick Luis Aldama T. Jackie Cuevas Gabriel S. Estrada Wayne Freeman Jonathan D. Gomez Ellie D. Hernández Alberto Ledesma Jennie Luna Sergio A. Macías Laura Malaver Paloma Martinez-Cruz L. Pancho McFarland William Orchard Alejandra Benita Portillos John-Michael Rivera Francisco E. Robles Lisa Sánchez González Kristie Soares Nicholas Villanueva Jr.
In 2011, Doing Autoethnography—the first conference to focus solely on autoethnographic principles and practices—was held in chilly Detroit, Michigan on the campus of Wayne State University. The conference has since occurred four additional times (2013, 2014, 2015, 2016). Across the five conferences, thousands of attendees from more than ten countries have participated in hundreds of presentations, more than a dozen workshops, and multiple keynote addresses. The chapters in this collection represent outstanding work from the five conferences. Together, authors interrogate autoethnography ethically, theoretically, relationally, and methodologically. Readers will encounter many overlapping themes: identity norms and negotiations; experiences tied to race, gender, sexuality, size, citizenship, and dis/ability; exclusion and belonging; oppression, injustice, and assault; barriers to learning/education; and living with/in complicated relationships. Some chapters provide clear resolutions; others seemingly provide none. Some authors highlight conventionally positive aspects of experience; others dwell in what might be understood as relational darkness. Some experiences will likely resonate with many readers; others will feel unique, unusual, exceptional. In its entirety, the collection will take readers on an evocative, reflexive, and insightful journey.
This book is a manifesto. It is about rethinking performance autoethnography, about the formation of a critical performative cultural politics, about what happens when everything is already performative, when the dividing line between performativity and performance disappears. This is a book about the writing called autoethnography. It is also about what this form of writing means for writers who want to perform work that leads to social justice. Denzin’s goal is to take the reader through the history, major terms, forms, criticisms and issues confronting performance autoethnography and critical interpretive. To that end many of the chapters are written as performance texts, as ethnodramas. A single thesis organizes this book: the performance turn has been taken in the human disciplines and it must be taken seriously. Multiple informative performance models are discussed: Goffman’s dramaturgy; Turner’s performance anthropology; performance ethnographies by A. D. Smith, Conquergood, and Madison; Saldana’s ethnodramas; Schechter’s social theatre; Norris’s playacting; Boal’s theatre of the oppressed; and Freire’s pedagogies of the oppressed. They represent different ways of staging and hence performing ethnography, resistance and critical pedagogy. They represent different ways of "imagining, and inventing and hence performing alternative imaginaries, alternative counter-performances to war, violence, and the globalized corporate empire" (Schechner 2015). This book provides a systematic treatment of the origins, goals, concepts, genres, methods, aesthetics, ethics and truth conditions of critical performance autoethnography. Denzin uses the performance text as a vehicle for taking up the hard questions about reading, writing, performing and doing critical work that makes a difference.
New York's urban neighborhoods are full of young would-be emcees who aspire to "keep it real" and restaurants like Sylvia's famous soul food eatery that offer a taste of "authentic" black culture. In these and other venues, authenticity is considered the best way to distinguish the real from the phony, the genuine from the fake. But in Real Black, John L. Jackson Jr. proposes a new model for thinking about these issues--racial sincerity. Jackson argues that authenticity caricatures identity as something imposed on people, imprisoning them within stereotypes--turning them into racial objects and inanimate things, instead of living, breathing human beings. Contending that such assumptions deny people agency--not to mention humanity--in their search for identity, Jackson counterposes sincerity, an internal and more productive analytical model for thinking about race. Moving in and around Harlem and Brooklyn, Jackson offers a kaleidoscope of subjects and stories that directly and indirectly address how race is negotiated in today's world--including tales of name-changing hip-hop emcees, book-vending numerologists, urban conspiracy theorists, corrupt police officers, mixed-race neo-Nazis, and high-school gospel choirs forbidden to catch the Holy Ghost. Enlisting "Anthroman," his cape-crusading critical alter ego, Jackson records and retells these interconnected sagas in virtuosic detail and, in the process, shows us how race is defined and debated, imposed and confounded every single day.