Suchergebnisse

Urban teens of color are often portrayed as welfare mothers, drop outs, drug addicts, and both victims and perpetrators of the many kinds of violence which can characterize life in urban areas. Although urban youth often live in contexts which include poverty, unemployment, and discrimination, they also live with the everydayness of school, friends, sex, television, music, and other elements of teenage lives. Inner City Kids explores how a group of African American, Jamaican, Puerto Rican, and Haitian adolescents make meaning of and respond to living in an inner-city community. The book focuse

As the newly elected members of the Northern Ireland Assembly work towards implementing mechanisms for protecting and furthering the economic, social, political, cultural, and civic rights of the people of the North of Ireland, many local people are simultaneously developing strategies for addressing the legacy of violence that has characterized life in that region of the world for over 30 years. In this article, I describe how one group of working-class women living in Belfast address their personal and collective experiences with the multiple forms of violence that structure their daily lives. I do so by describing an ongoing feminist participatory action research (PAR) project that provided the women with a culturally relevant lens through which to view the historical and political contexts in which they live and act. Although there were multiple dimensions of the women's lives that were revealed in the project, in this article I focus specifically on the 'frozen watchfulness' that characterizes life on Monument Road - a watchfulness that is born out of years of living in and with chronic and unpredictable violence. First, I provide an overview of the overall project. Second, I provide a glimpse of how violence acts as an organizer in the women's lives. Lastly, I discuss the importance of opening up spaces for women living in conflicted communities to speak about their lives and develop strategies for generating new contexts for the revitalization of everyday life.

In this article, we discuss the sometimes problematic and always challenging nature of feminist mentoring, particularly in a participatory action research project aimed at interrogating whiteness. We analyze our relationship by examining the multiple contexts in which it was embedded-power relations within the institution in which the research was conducted, our expectations of one another both during and after the research experience, our complementary and conflicting agendas, whiteness, social class and gender. We illuminate the nuanced complexities of our relationship providing feminist researchers and scholars with a lens that elucidates the kaleidoscope that is woman-to-woman academic relationships. Our experiences suggest possible strategies for white educators and researchers who seek to both rethink the meaning of whiteness and reimagine feminist mentoring relationships through creating liberatory research methodologies. In addition, we suggest that as feminist researchers we need to continually demonstrate our reflexivity through (re)articulating how we problematize power, privilege and the multiple unequal hierarchies that exist in feminist research.