Michèle Lamont takes us into the world inhabited by working-class men--the world as they understand it. Interviewing black and white working-class men who, because they are not college graduates, have limited access to high-paying jobs and other social benefits, she constructs a revealing portrait of how they see themselves and the rest of society.
Morality is at the center of these workers' worlds. They find their identity and self-worth in their ability to discipline themselves and conduct responsible but caring lives. These moral standards function as an alternative to economic definitions of success, offering them a way to maintain dignity in an out-of-reach American dreamland. But these standards also enable them to draw class boundaries toward the poor and, to a lesser extent, the upper half. Workers also draw rigid racial boundaries, with white workers placing emphasis on the "disciplined self" and blacks on the "caring self." Whites thereby often construe blacks as morally inferior because they are lazy, while blacks depict whites as domineering, uncaring, and overly disciplined.
This book also opens up a wider perspective by examining American workers in comparison with French workers, who take the poor as "part of us" and are far less critical of blacks than they are of upper-middle-class people and immigrants. By singling out different "moral offenders" in the two societies, workers reveal contrasting definitions of "cultural membership" that help us understand and challenge the forms of inequality found in both societies.
Jillian Ford and Nathalia E. Jaramillo edit a collection of writings by women that examine womanist worldviews in philosophy, theory, curriculum, public health, and education. Drawing on thinkers like bell hooks and Cynthia Dillard, the essayists challenge the colonizing hegemonies that raise and sustain patriarchal and male-centered systems of teaching and learning. Part One examines how womanist theorizing and creative activity offer a space to study the impact of conquest and colonization on the Black female body and spirit. In Part Two, the contributors look at ways of using text, philosophy, and research methodologies to challenge colonizing and colonial definitions of womanhood, enlightenment, and well-being. The essays in Part Three undo the colonial pedagogical project and share the insights they have gained by freeing themselves from its chokehold.
Powerful and interdisciplinary, Disrupting Colonial Pedagogies challenges colonialism and its influence on education to advance freer and more just forms of knowledge making.
Contributors: Silvia García Aguilár, Khalilah Ali, Angela Malone Cartwright, Adriana Diego, LeConté Dill, Sameena Eidoo, Genevieve Flores-Haro, Jillian Ford, Leena Her, Nathalia E. Jaramillo, Patricia Krueger-Henney, Claudia Lozáno, Liliana Manriquez, Alberta Salazár, León Salazár, and Lorri Santamaría
Hyper-criminalization and the normalization of violence was an integral aspect of Robert Weide’s formative years growing up in Los Angeles in the 1980s and 1990s, where Sureño, Crip, and Blood gangs maintained a precarious coexistence, often punctuated by racialized gang violence. His insider status informs Divide & Conquer, which considers how the capitalist economy, the race concept, and nationalist ideology have made gang members the instruments of their own oppression, resulting in racialized sectarian conflicts spanning generations between African American and Latino gangs in Los Angeles and California’s prisons.
While gang members may fail to appreciate the deeper historical and conceptual foundations of these conflicts, they rarely credit naked bigotry as the root cause. As Weide asserts, they divide themselves according to inherited groupist identities, thereby turning them against one another in protracted blood feuds across gang lines and racial lines.
Weide explores both the historical foundations and the conceptual and cultural boundaries and biases that divide gang members across racial lines, detailing case studies of specific racialized gang conflicts between Sureño, Crip, and Blood gangs. Weide employs mixed-methods research, having spent nearly a decade on ethnographic fieldwork and conducted over one hundred formal interviews with gang members and gang enforcement officers concerning taboo subjects like prison and gang politics, and transracial gang membership.
Divide & Conquer concludes with encouraging developments in recent years, as gang members themselves, on their own volition, have intervened to build solidarity and bring racialized gang conflicts between them to an end.
A recurrent and popular setting in American cinema, the dressing room has captured the imaginations of filmmakers and audiences for over a century. In The Dressing Room: Backstage Lives and American Film, the only book-length study of the space, author Desirée J. Garcia explores how dressing rooms are dynamic realms in which a diverse cast of performers are made and exposed. Garcia analyzes the backstage film, which spans film history, modes, and genre, to show how dressing rooms have been a useful space for filmmakers to examine the performativity of American life. From the Black maid to the wife and mother to the leading man, dressing rooms navigate, shape, and challenge society’s norms. The stakes are high in dressing rooms, Garcia argues, because they rehearse larger questions about identity and its performance, negotiating who can succeed and who cannot, and on what terms.
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