dalia rodriguez - Academia.edu (original) (raw)
Papers by dalia rodriguez
International Review of Qualitative Research, 2011
This article addresses the multiple meanings of silence for students of color in college classroo... more This article addresses the multiple meanings of silence for students of color in college classrooms when discussing racism. Educators have yet to understand the complexity behind silence and how both voice and silence work together to illuminate the experiences of marginalized students. Silence often serves as speech, or as a means of “saying.” Through classroom stories, interview data, as well as my own autobiographical experiences, I address the multiple meanings of silence for students of color in a predominantly white classroom.
Using personal narrative, this article examines how masks function to subordi-nate African Americ... more Using personal narrative, this article examines how masks function to subordi-nate African American and Latina women in the academy. The article uses Critical Race Theory and more specifically critical race gendered episte-mologies, including Black feminist thought and Chicana feminist epistemol-ogy, to understand how females of color resist in the academy. Interweaving two narratives, the narrative of an African American woman and her experi-ences in the White academy with the author’s personal narrative about resist-ing cultural and linguistic domination, this article seeks to understand the process of redefinition leading toward self empowerment. Critical in exposing A p
International Review of Qualitative Research, 2010
We thank the following reviewers who rendered extraordinary service to Qualitative Inquiry, Volum... more We thank the following reviewers who rendered extraordinary service to Qualitative Inquiry, Volume 12. ... Qualitative Inquiry Volume 12 Number 6 December 2006 1283-1284 © 2006 Sage Publications http://qix.sagepub.com hosted at http://online.sagepub.com ... Peter Adler Susan Matoba Adler Bryant Keith Alexander David Altheide Lonnie Athens Jillian Baez Carl Bagley Ronald J. Berger Leslie R. Bloom Kurt Borchard Edward Bruner Mary Beth Cancienne Dennis L. Carlson Lisa J. Cary Kathy C. Charmaz Susan E. Chase Devika Chawla Adele E. Clarke Dan Cook ...
Sociological Forum, 2017
This theoretical project intervenes in the debates surrounding the death of Trayvon Martin by sta... more This theoretical project intervenes in the debates surrounding the death of Trayvon Martin by starting with fear, the center of Martin's encounter with his killer, George Zimmerman. We deploy the work of Sara Ahmed in order to argue that fear, rather than residing positively in an individual, works as an affective economy that opens up past histories of association. Ahmed's work allows us to move beyond the question of whether or not Zimmerman was consciously racist and instead consider how fear is animated by racist histories of association. We argue that the affective charge of these racist histories accomplishes three interrelated things. First, it allows Zimmerman to frame Martin as dangerous as he calls 911 to report Martin's suspicious presence, an act that comes to constitute Zimmerman's fear. Second, it allows for Martin to be seized epistemologically and ontologically by Zimmerman and killed. Last, it makes Martin's death a functional necessity of Zimmerman's defense, making it challenging to leverage any claim for the injustice of Martin's death.
Handbook of Interview Research
Encyclopedia of Activism and Social Justice
Handbook of Interview Research
Qualitative Inquiry, 2011
Feminist theorists of color (Lorde, hooks, Collins) have provided a framework for addressing how ... more Feminist theorists of color (Lorde, hooks, Collins) have provided a framework for addressing how rage can serve as a tool of empowerment. These authors focus explicitly on expressed rage. Instead, in this article, I ask, what happens to that silent rage—rage that remains unspoken? I define silent rage as a space . . . that inside space in which women of color define the self . . . a place in which we make ourselves subject, determining who we are spiritually, emotionally . . . a space in which rage can work to decolonize ourselves . . . a space in which we refuse to concede to White dominance. By addressing the use of how silent rage serves as a path to empowerment for women of color, I envision this work to be an intervention in much of the educational discourse that valorizes speech as the primary means of empowerment. It is my goal to reinscribe the potential of silence as a strategy of resistance, particularly for women of color in the academy. Through narrative, I complicate ra...
Cultural Studies ↔ Critical Methodologies, 2012
Through narratives, we reclaim an emotion often regarded as negative, and examine how anger serve... more Through narratives, we reclaim an emotion often regarded as negative, and examine how anger serves as a means of social and personal transformation, serving as a way to heal from oppression and exploitation. Using critical race feminist theory as a framework, we use storytelling to share our experiences in the White academy. We argue that rage is a necessary part of achieving critical consciousness. We have learned to use our anger, as a means to survive everyday racism have learned and grown to cope with it, understanding that this rage partially defines us.
Qualitative Inquiry, 2006
Using personal narrative, this article examines how masks function to subordinate African America... more Using personal narrative, this article examines how masks function to subordinate African American and Latina women in the academy. The article uses Critical Race Theory and more specifically critical race gendered epistemologies, including Black feminist thought and Chicana feminist epistemology, to understand how females of color resist in the academy. Interweaving two narratives, the narrative of an African American woman and her experiences in the White academy with the author's personal narrative about resisting cultural and linguistic domination, this article seeks to understand the process of redefinition leading toward self empowerment. Critical in exposing hidden truths, the article unmasks racism in the White academy, challenging the dominant discourse.
Teaching race in the 21st century, 2008
I don’t know … I mean I just think it sucks that other groups have things like that and Whites do... more I don’t know … I mean I just think it sucks that other groups have things like that and Whites don’t have nothing. In terms of scholarships and money. I mean, I knew someone when I was a Junior and I had a friend who was at Eastern and he used to work at the journalism office and he worked with this Black guy. And he knows for a fact that this guy got a full ride to go there because he was Black. And my friend told me, he knew for a fact that his other friend was a better journalist but the Black guy got a scholarship. I mean, it is just frustrating when you’re a White guy... I mean, like me... I’ve had to work hard, I work and I came here with no scholarships and have worked my way through school. I don’t see why others can’t do the same thing.
Author's Note: The author would like to thank the several anonymous reviewers for their crit... more Author's Note: The author would like to thank the several anonymous reviewers for their critical com-ments on earlier drafts of this article. The author would especially like to thank Norman K. Denzin for his continuous support and encouragement. Cultural Studies ↔ Critical ...
... They're sleeping!], slowly placing one finger up to her pursed lips, Shhhhhhh. She con... more ... They're sleeping!], slowly placing one finger up to her pursed lips, Shhhhhhh. She continues talking away as if someone is sitting directly next to her, responding in fragmented sentences. I'm exhausted, so I go to bed. ... Ándale Dalia, ayúdame! [Sleep, No! ...
... she was not alone in experiencing racism and that the possibility of working through the pain... more ... she was not alone in experiencing racism and that the possibility of working through the pain exists as well as reminding ourselves of our own self-worth, this opens up a space of empowerment for both myself and Maricela. This interview space became a place for both of ...
Following the works of Patricia Williams, bell hooks, and other feminist scholars of color, we ad... more Following the works of Patricia Williams, bell hooks, and other feminist scholars of color, we address what it means for women of color teaching social justice issues in predominantly white classrooms. Very little research has been done to illuminate the challenges women of color face in classrooms and what this means for liberatory practice. We grapples with the question, “What
International Review of Qualitative Research, 2011
This article addresses the multiple meanings of silence for students of color in college classroo... more This article addresses the multiple meanings of silence for students of color in college classrooms when discussing racism. Educators have yet to understand the complexity behind silence and how both voice and silence work together to illuminate the experiences of marginalized students. Silence often serves as speech, or as a means of “saying.” Through classroom stories, interview data, as well as my own autobiographical experiences, I address the multiple meanings of silence for students of color in a predominantly white classroom.
Using personal narrative, this article examines how masks function to subordi-nate African Americ... more Using personal narrative, this article examines how masks function to subordi-nate African American and Latina women in the academy. The article uses Critical Race Theory and more specifically critical race gendered episte-mologies, including Black feminist thought and Chicana feminist epistemol-ogy, to understand how females of color resist in the academy. Interweaving two narratives, the narrative of an African American woman and her experi-ences in the White academy with the author’s personal narrative about resist-ing cultural and linguistic domination, this article seeks to understand the process of redefinition leading toward self empowerment. Critical in exposing A p
International Review of Qualitative Research, 2010
We thank the following reviewers who rendered extraordinary service to Qualitative Inquiry, Volum... more We thank the following reviewers who rendered extraordinary service to Qualitative Inquiry, Volume 12. ... Qualitative Inquiry Volume 12 Number 6 December 2006 1283-1284 © 2006 Sage Publications http://qix.sagepub.com hosted at http://online.sagepub.com ... Peter Adler Susan Matoba Adler Bryant Keith Alexander David Altheide Lonnie Athens Jillian Baez Carl Bagley Ronald J. Berger Leslie R. Bloom Kurt Borchard Edward Bruner Mary Beth Cancienne Dennis L. Carlson Lisa J. Cary Kathy C. Charmaz Susan E. Chase Devika Chawla Adele E. Clarke Dan Cook ...
Sociological Forum, 2017
This theoretical project intervenes in the debates surrounding the death of Trayvon Martin by sta... more This theoretical project intervenes in the debates surrounding the death of Trayvon Martin by starting with fear, the center of Martin's encounter with his killer, George Zimmerman. We deploy the work of Sara Ahmed in order to argue that fear, rather than residing positively in an individual, works as an affective economy that opens up past histories of association. Ahmed's work allows us to move beyond the question of whether or not Zimmerman was consciously racist and instead consider how fear is animated by racist histories of association. We argue that the affective charge of these racist histories accomplishes three interrelated things. First, it allows Zimmerman to frame Martin as dangerous as he calls 911 to report Martin's suspicious presence, an act that comes to constitute Zimmerman's fear. Second, it allows for Martin to be seized epistemologically and ontologically by Zimmerman and killed. Last, it makes Martin's death a functional necessity of Zimmerman's defense, making it challenging to leverage any claim for the injustice of Martin's death.
Handbook of Interview Research
Encyclopedia of Activism and Social Justice
Handbook of Interview Research
Qualitative Inquiry, 2011
Feminist theorists of color (Lorde, hooks, Collins) have provided a framework for addressing how ... more Feminist theorists of color (Lorde, hooks, Collins) have provided a framework for addressing how rage can serve as a tool of empowerment. These authors focus explicitly on expressed rage. Instead, in this article, I ask, what happens to that silent rage—rage that remains unspoken? I define silent rage as a space . . . that inside space in which women of color define the self . . . a place in which we make ourselves subject, determining who we are spiritually, emotionally . . . a space in which rage can work to decolonize ourselves . . . a space in which we refuse to concede to White dominance. By addressing the use of how silent rage serves as a path to empowerment for women of color, I envision this work to be an intervention in much of the educational discourse that valorizes speech as the primary means of empowerment. It is my goal to reinscribe the potential of silence as a strategy of resistance, particularly for women of color in the academy. Through narrative, I complicate ra...
Cultural Studies ↔ Critical Methodologies, 2012
Through narratives, we reclaim an emotion often regarded as negative, and examine how anger serve... more Through narratives, we reclaim an emotion often regarded as negative, and examine how anger serves as a means of social and personal transformation, serving as a way to heal from oppression and exploitation. Using critical race feminist theory as a framework, we use storytelling to share our experiences in the White academy. We argue that rage is a necessary part of achieving critical consciousness. We have learned to use our anger, as a means to survive everyday racism have learned and grown to cope with it, understanding that this rage partially defines us.
Qualitative Inquiry, 2006
Using personal narrative, this article examines how masks function to subordinate African America... more Using personal narrative, this article examines how masks function to subordinate African American and Latina women in the academy. The article uses Critical Race Theory and more specifically critical race gendered epistemologies, including Black feminist thought and Chicana feminist epistemology, to understand how females of color resist in the academy. Interweaving two narratives, the narrative of an African American woman and her experiences in the White academy with the author's personal narrative about resisting cultural and linguistic domination, this article seeks to understand the process of redefinition leading toward self empowerment. Critical in exposing hidden truths, the article unmasks racism in the White academy, challenging the dominant discourse.
Teaching race in the 21st century, 2008
I don’t know … I mean I just think it sucks that other groups have things like that and Whites do... more I don’t know … I mean I just think it sucks that other groups have things like that and Whites don’t have nothing. In terms of scholarships and money. I mean, I knew someone when I was a Junior and I had a friend who was at Eastern and he used to work at the journalism office and he worked with this Black guy. And he knows for a fact that this guy got a full ride to go there because he was Black. And my friend told me, he knew for a fact that his other friend was a better journalist but the Black guy got a scholarship. I mean, it is just frustrating when you’re a White guy... I mean, like me... I’ve had to work hard, I work and I came here with no scholarships and have worked my way through school. I don’t see why others can’t do the same thing.
Author's Note: The author would like to thank the several anonymous reviewers for their crit... more Author's Note: The author would like to thank the several anonymous reviewers for their critical com-ments on earlier drafts of this article. The author would especially like to thank Norman K. Denzin for his continuous support and encouragement. Cultural Studies ↔ Critical ...
... They're sleeping!], slowly placing one finger up to her pursed lips, Shhhhhhh. She con... more ... They're sleeping!], slowly placing one finger up to her pursed lips, Shhhhhhh. She continues talking away as if someone is sitting directly next to her, responding in fragmented sentences. I'm exhausted, so I go to bed. ... Ándale Dalia, ayúdame! [Sleep, No! ...
... she was not alone in experiencing racism and that the possibility of working through the pain... more ... she was not alone in experiencing racism and that the possibility of working through the pain exists as well as reminding ourselves of our own self-worth, this opens up a space of empowerment for both myself and Maricela. This interview space became a place for both of ...
Following the works of Patricia Williams, bell hooks, and other feminist scholars of color, we ad... more Following the works of Patricia Williams, bell hooks, and other feminist scholars of color, we address what it means for women of color teaching social justice issues in predominantly white classrooms. Very little research has been done to illuminate the challenges women of color face in classrooms and what this means for liberatory practice. We grapples with the question, “What