The Power of Names in Identity and Oppression
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This edited text centers "name stories" as a vehicle to promote readers? understanding of social identity, oppression, and intersectionality in a variety of educational contexts from residence halls and classrooms to faculty development workshops and executive leadership board rooms.
Stories and personal narratives are powerful tools for engaging in self-reflection and application of critical theory in higher educational contexts. This edited text centers "name stories" as a vehicle to promote readers? understanding of social identity, oppression, and intersectionality in a variety of educational contexts from residence halls and classrooms to faculty development workshops and executive leadership board rooms. The contributors in this volume reveal how names may serve as entry points through which to foster learning and facilitate conversations about identity, power, privilege, and systems of oppression. Through an intersectional perspective, chapter authors reveal interlocking systems of oppression in education while also providing recommendations, lessons learned, reflection questions, and calls to action for those working to transform and advance equity-minded campus climates.
This unique volume is for educators at colleges and universities doing equity work, seeking ways to initiate, facilitate, and maintain rich conversations about identity.
"The Power of Names in Identity and Oppression is a rich exploration of the complex political and sociocultural terrain of naming practices. As someone whose name is consistently questioned, critiqued, and misunderstood, reading this book felt like a homecoming. I felt simultaneously held and seen, countering the ways I am often made strange through my name. Not only is this book a love letter to who we are and can become through our names, but also a reminder that our names are just that: ours. And no institution, system, or repeated denial can undo our beautiful usness. Big hat?s off to Dr. Phelps-Ward and Kim, along with all their chapter authors, for writing the book I?ve craved for so long. I know I?ll be coming back to this volume over and over again, finding the nourishment I need and want."
~Z Nicolazzo, Associate Professor, Trans* Studies in Education, University of Arizona
"Phelps-Ward and Kim?s book squarely bring to life Audre Lordes? (in)famous assertion that if one doesn?t define themselves for themselves, they will be crunched into other peoples' fantasies and eaten alive. What we are called has always had power and the scholar-practitioners contributing to this text offer much to learn about history, culture, identity, and intersectionality. More importantly, they offer a collection that surfaces systemic oppression and privilege, as well as resilience and resistance, towards building higher education communities steeped in equity-mindedness."
~Natasha Croom, Associate Professor of Higher Education and Student Affairs and Associate Dean of the Graduate School, Clemson University
1: Centering Stories of Our Names and Systems of Oppression Part One: Explorations of Names in Teaching 2. Name Stories as Narrative Strategies for Asian American Advocacy in an AANAPISI Context 3. How Names, Titles and Pronouns Can Promote Equity and Inclusion in Higher Education: The Power of Cabbagestalks, Professor Dragon Flames, and Ze 4. Reclaiming My Name: Chronicles of a Latina Immigrant 5. From Acts of Erasure to New Beginnings: Name Narratives as a Pedagogical Tool for Praxis Part Two: Examining Names for Student Affairs Practice 6. The Unspoken Truth: Exploring the Racist Narrative that "Black
-Sounding" Names are Ghetto 7. My Name as a Weapon 8. Naming My Body: A Hidden Ism 9. Cultural Hegemony and Its Impact on People of Color in Higher Education in the United States 10. My Name, My Scarlet Letter Part Three: Engaging Research to Explore Names 11. Voicing Names, Naming Voices: (Re)Clamation by Southeast Asian American Women in Higher Education 12. Gender Non
-Conformance and the Experience of Names: "My Name is Kim" 13. Engaging Name Stories and The Trauma
-Critical Consciousness Model within Curriculum