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      Towards a Bad Bitches’ Pedagogy

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            Abstract

            In this paper, I present a personal narrative approach, grounded in Connelly and Clandinin’s ontological and epistemological stance that “humans are story-telling organisms”1 to discuss my construction of a uniquely working class Black feminist educator identity. This narrative inquiry is an adapted counter-methodological researcher approach that was born out of an interlinkage of my explorations into the histories of Black women educators, hip hop feminisms, and Higginbotham’s respectability politics,2 as it is understood in popular cultural terrain, and as the concept contrasts with and complements notions of (dis)respectability. I situate the paper within a critical hip hop feminist framework and access raunch aesthetics’ use of the sartorial and performative bad-assedness to understand how I have come to craft a transgressive teacher identity. By embracing a vernacular transgressive archetype of the bad bitch pedagogue, I analyze and complicate my own intersectional identity as a working-class Black woman who navigated an adversarial bourgeoisie traditionalist educational system as a teacher, unwed custodial parent, cultural worker and advocate for Black youth.

            Content

            Author and article information

            Journal
            Journal of Intersectionality
            2515-2122
            14 October 2022
            : 5
            : 1
            : 41-52
            Affiliations
            [1 ] Spelman College
            Article
            10.13169/jinte.5.1.0005
            d52a13e8-af27-467a-a36c-0be3a4ddb6bb
            Authors

            Published under Creative Commons Attribution 4.0 International ( CC BY 4.0). Users are allowed to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially), as long as the authors and the publisher are explicitly identified and properly acknowledged as the original source.

            History

            Data sharing not applicable to this article as no datasets were generated or analysed during the current study.
            Sociology,Education,Political science,Social & Behavioral Sciences,Cultural studies
            Black feminist pedagogy,narrative approach,Black education,Black parents,Black teachers,educational philosophy,cultural work,teacher identity,counterstory,hip hop pedagogy

            References

            1. Ford Tanisha. Liberated Threads. 2015. University of North Carolina Press. [Cross Ref]

            2. Lyiscott Jamila. Black Appetite. White Food. 2019. Routledge. [Cross Ref]

            3. Harris Paisley Jane. Gatekeeping and Remaking: The Politics of Respectability in African American Women's History and Black Feminism. Journal of Women's History. Vol. 15(1):212–220. 2003. Project Muse. [Cross Ref]

            4. Qualls Audrey L.. Culturally Responsive Assessment: Development Strategies and Validity Issues. The Journal of Negro Education. Vol. 67(3)1998. JSTOR. [Cross Ref]

            5. Spillers Hortense J.. Mama's Baby, Papa's Maybe: An American Grammar Book. Diacritics. Vol. 17(2)1987. JSTOR. [Cross Ref]

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