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Developing the “Oppositional Gaze”: Using Critical Media Pedagogy and Black Feminist Thought to Promote Black Girls’ Identity Development
Charlotte E. Jacobs
The Journal of Negro Education
Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 225-238
Published by: Journal of Negro Education
Stable URL: http://www.jstor.org/stable/10.7709/jnegroeducation.85.3.0225
Page Count: 14
You can always find the topics here!Topics: African Americans, African American culture, Pedagogy, Visual fixation, Adolescents, Curricula, Gender identity, Black feminist theory, Media literacy, Feminism
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This article discusses the potential of promoting the critical consciousness and positive racial and gender identity development of adolescent Black girls through implementing a curriculum grounded in Black feminist thought and critical media pedagogy. By using bell hooks’ (1992) “oppositional gaze” concept as a frame, it argues that Black girls’ development of a critical lens and analytic skills is tied to images in the media and central to their positive development. The article draws on qualitative data from a larger phenomenological study that explores how adolescent Black girls who attend independent schools employ critical lenses to understand their experiences around race, gender, and class. This study presents vignettes that illustrate how the different components of a Black feminist critical media pedagogy curriculum come together to support the developing of the oppositional gaze of Black girls.
© The Journal of Negro Education, 2016