The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School

Authors

DOI:

https://doi.org/10.37467/gka-revedu.v8.2640

Keywords:

Black Women, Autobiographic Narratives Multicultural Education, Race Relations, Inclusive Education

Abstract

The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.

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Published

2020-09-17

How to Cite

Weschenfelder, V. I. (2020). The Potentiality Of Black Women Narratives For Inclusive Education: Developing Other Subjectivities At School . EDU REVIEW. International Education and Learning Review / Revista Internacional De Educación Y Aprendizaje, 8(2), pp. 83–94. https://doi.org/10.37467/gka-revedu.v8.2640

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Research articles