BLACKNPINAY, BLACKAPINA, AND HALFRICANPINA: MIXED RACE BLACK AND FILIPINA EPISTEMOLOGIES AND PEDAGOGIES
BLACKNPINAY, BLACKAPINA, AND HALFRICANPINA: MIXED RACE BLACK AND FILIPINA EPISTEMOLOGIES AND PEDAGOGIES
| dc.contributor.advisor | Tavares, Hannah M. | |
| dc.contributor.author | Hodges, Teresa | |
| dc.contributor.department | Educational Foundations | |
| dc.date.accessioned | 2020-02-20T18:03:56Z | |
| dc.date.issued | 2019 | |
| dc.description.degree | Ph.D. | |
| dc.embargo.liftdate | 2022-02-12 | |
| dc.identifier.uri | http://hdl.handle.net/10125/66200 | |
| dc.subject | Education | |
| dc.subject | Ethnic studies | |
| dc.subject | Black women | |
| dc.subject | Blacknpinay | |
| dc.subject | Epistemology | |
| dc.subject | Filipina | |
| dc.subject | mixed race | |
| dc.subject | Pedagogy | |
| dc.title | BLACKNPINAY, BLACKAPINA, AND HALFRICANPINA: MIXED RACE BLACK AND FILIPINA EPISTEMOLOGIES AND PEDAGOGIES | |
| dc.type | Thesis | |
| dcterms.abstract | This dissertation examines experiences of mixed race, specifically Black and Filipina, using autoethnography and interviews. To examine the multiple and complex figurations of “mixedness” a multi-disciplinary, multi-theoretic qualitative research approach is utilized. Drawing on the academic fields of educational foundations, ethnic studies, feminist studies, and theories of intersectionality, Pinayism, and critical race theory, the study suggests Blacknpinays exhibit an awareness of how the experience of being mixed counters the predominance of monoracialism thereby opening up a more complex world of living multiplicity and multiraciality. This awareness has implications for rethinking and reworking educational theories, pedagogies, curriculum and research on the nexus of race and education. The study demonstrates that supportive and nurturing communities are helping to “raise” blacknpinays to flourish despite societal ideologies that continue to uphold monoracialism or assume postracialism. These supportive communities not only serve as a critical conduit for cultivating positive identities and relationships to self, others, and institutions but offer rich implications for education. | |
| dcterms.extent | 178 pages | |
| dcterms.language | eng | |
| dcterms.publisher | University of Hawaiʻi at Mānoa | |
| dcterms.rights | All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. | |
| dcterms.type | Text | |
| local.identifier.alturi | http://dissertations.umi.com/hawii:10483 |
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