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    Tough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality

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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Morales-Williams, Erin Maurisa
    Advisor
    Davis, James Earl, 1960-
    Committee member
    Brooks, Wanda M., 1969-
    Ericksen, Julia A., 1941-
    Sanford-DeShields, Jayminn
    Tillet, Salamishah
    Department
    Urban Education
    Subject
    Women's Studies
    African American Studies
    Pedagogy
    Black Feminism
    Community Based Education
    Girlhood
    Rape Culture
    Youth Development
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3301
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3283
    Abstract
    Feminist scholars define rape culture as an environment that is conducive to the occurrence of rape, due to an acceptance of sexual objectification, double standards, strict adherence to traditional gender norms, and victim blaming. They argue rape culture as a definitive feature of US society. The structural forces of racism and classism, negatively impact urban areas, increasing the likelihood of violence. This includes the spectrum of sexual violence. While community centers are regarded as key social resources that help urban youth navigate the social landscape of violence, little has been said about how they respond to rape culture in particular. Employing ethnographic methods, this dissertation investigated a summer camp within a community center in the Bronx, and the everyday ways that five women of color (18-26) taught a public pedagogy of gender and sexuality. Nine weeks were spent observing women in the field; in a one year-follow up, additional interviews and observations were made outside the camp setting. Supplemental data were collected from women of color in various community centers in urban areas. This study found that given the othermother/othersister relationships that the women developed with their teen campers, they were able to detect sexual activity and trauma. In turn, they employed a public pedagogy, which offered lessons of `passive protection' and `active preparation.' This study offers implications for training and programming regarding the resistance of rape culture, and policy and legislation to regulate it within community centers.
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