This innovative book is a collection of autoethnographies by a diverse group of contributors who describe and theorize about the critical moments in their development as social justice educator/scholars in the face of colonizing forces. Using a rhizomatic approach, the editors’ meta-analysis identifies patterns of similarity and differences and theorizes about the exercise of agency in resistance and identity formation. In our increasingly diverse society,
Becoming Critical is a wonderful resource for teacher education and sociology of education as it presents an alternative methodological approach for qualitative inquiry. The book contributes to students’ understanding of the development of critical theories—especially as they pertain to identities. The contributors make use of the work of critical scholars such as Collins, hooks, Weber, Foucault, and others relevant to the lives of students and educators today.
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Section I: Introduction and Overview of Book
1. Introduction and Conceptual Framework: Critical Theory, Social Justice, Power, and Autoethnography
Felecia M. Briscoe and Muhammad A. Khalifa
Section II: Critical Race Autoethnographic Case Studies
Section II Introduction: Authoethnography and Critical Race Theory
Muhammad A. Khalifa
2. Auditioning for Whiteness: Autoethnography and Critical Race Theory in the Early Schooling Experiences of an African-American Man
Michael E. Jennings
3. To Keep It Real or Not to Keep It Real: The Dialectics of the Chapellian Contradiction
Nosakhere Griffin-EL
4. Blue Collar Scholar: Social Class, Race, and Life as a Black Man in Academe
Mark S. Giles
5. Too Black, Yet Not Black Enough: Challenging White Supremacy in U.S. Teacher Education and the Making of Two Radical Social Misfits
Brenda G. Juárez and Cleveland Hayes
6. Unbecoming … Responding to Colorblindness: An Autoethnography
Joy Howard
Section III: Critical Feminist Autoethnographic Case Studies
Section III Introduction: Critical Feminisms: Gendered Experiences of Oppression and Resistance
Felecia M. Briscoe
7. From Fundamentalist Mormon to the Academy: A “Plyg” Girl’s Experiences with the Evolving Sexist Double-Blind
Felecia M. Briscoe
8. Where Did the Girls Go?: The Role of Socialization and Institutions in Silencing Female Voices
Damaris Moraa Choti
Section IV: Critical Intersectional Autoethnographic Case Studies
Section IV Introduction: Intersecting Dimensions of Identity, Oppression, and Resistance
Felecia M. Briscoe
9. “You Look Like a Wetback; You Shouldn’t Have Any Trouble”: Deals We Make with the Devil on the Road Less Traveled
Elizabeth de la Portilla
10. A Critical Autoethnography of a Black Man from Detroit: Resisting the White Imaginative’s Criminalization of Black Men
Muhammad A. Khalifa
11. Working the Hyphens: Ethnographic Snapshots in Becoming Critical-Female-Black-Scholars
Aisha El-Amin, B. Genise Henry, and Crystal T. Laura
12. We’re All Half-Breeds Now … in a Not so Ivory Tower
Miguel de Oliver
Section V: Advances in Rhizomatic Understanding
13. Autoethnographic Sensemaking: What Does Our Criticality Mean? Patterns and Divergences
Muhammad A. Khalifa and Felecia M. Briscoe
14. Rage, Love, Transcendence in the the Co-Construction of Critical Scholars Identities: Escaping the Iron Cage of Technical-Rationality
Felecia M. Briscoe and Muhammad A. Khalifa
References
Contributors’ Professional Biographies
Index
Mengenai Pengarang
Felecia M. Briscoe is Associate Professor of Social Foundations at the University of Texas at San Antonio and the coauthor (with Gilberto Arriaza and Rosemary C. Henze) of
The Power of Talk: How Words Change Our Lives.
Muhammad A. Khalifa is Assistant Professor of Educational Leadership at Michigan State University.
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