CHAPTER 6 Relating to Oppression: Intersectionality in Defining Latino Men’s Views on Chicana Feminisms

2016 ◽  
pp. 149-179
Keyword(s):  
Chicana Feminisms

scholarly journals Reproductive Racism in Danielle Evans’s “Harvest:” Black, Chicana, and White Motherhoods in the Context of Reproductive Rights Discourses

2021 ◽  
Vol 20 (1) ◽  
pp. 31-45
Author(s):  
Zsuzsanna Lénárt-Muszka
Keyword(s):  
Short Story ◽  
Reproductive Rights ◽  
Historical Context ◽  
Egg Donation ◽  
Theoretical Frameworks ◽  
Women's Bodies ◽  
Racial Capitalism ◽  
Race Ethnicity ◽  
Chicana Feminisms ◽  
Racialized Gender

Abstract The paper explores the short story “Harvest” (2010) by African American writer Danielle Evans and traces the figurations of the racialized aspects of gender in “Harvest” within the theoretical frameworks of Black and Chicana feminisms, motherhood studies, and intersectionality. After situating the Black and Chicana characters’ anxieties around egg donation in the historical context of reproductive rights, economics, and the politicization of Black and Chicana women’s bodies, I discuss how the intersections of gender, race, ethnicity, and class impact the racialized gender identity of especially the Black protagonist and to a smaller extent that of her Chicana and white friends as well. I argue that the current practices of egg donation depicted in the story are imbricated in the wider system of racial capitalism that values women’s childbearing capacities differentially in terms of their race.

Remembering and Revisiting Pedagogies of the Home

2020 ◽  
pp. 000283122095443
Author(s):  
Nichole M. Garcia ◽  
Dolores Delgado Bernal
Keyword(s):  
Graduate School ◽  
Parent Engagement ◽  
School Enrollment ◽  
Cultural Knowledge ◽  
College Completion ◽  
Successive Generations ◽  
Graduate School Enrollment ◽  
Chicana Feminisms ◽  
College Educated

Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings suggest that among Chicana/o college-educated families the (re)making of home, (re)covering tensions, and (re)claiming and (re)learning of cultural knowledge were the pedagogies of the home that were embraced by two successive generations of college completers. Complexities, contradictions, and nuances among Chicana/o college-educated families add to the theorization of pedagogies of the home.

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