Pub Date : 2024-07-24DOI: 10.1177/15327086241260843
Oona Fontanella-Nothom, Candace R. Kuby
This article is an investigation of our mentoring relationship in the context of philosophically and theoretically informed qualitative research over the past several years. Specifically, we focus on our work as qualitative researchers from a variety of theoretical and philosophical standpoints. In this article, we think with two theoretical concepts: micro-ethical events and care as a world-making practice along with data from our years-long mentoring relationship. As a result, we describe how we discovered that it is the moments which initially seemed mundane which were most significant in mentoring. We name this contribution as mundane significance, describing three insights for the field of cultural studies: care-full reading practices, making the invisible, visible, and challenging mentor and mentee binaries.
{"title":"Questions, Loneliness, Lists, and Holding Space: Mundane Significance in Qualitative Research Mentoring","authors":"Oona Fontanella-Nothom, Candace R. Kuby","doi":"10.1177/15327086241260843","DOIUrl":"https://doi.org/10.1177/15327086241260843","url":null,"abstract":"This article is an investigation of our mentoring relationship in the context of philosophically and theoretically informed qualitative research over the past several years. Specifically, we focus on our work as qualitative researchers from a variety of theoretical and philosophical standpoints. In this article, we think with two theoretical concepts: micro-ethical events and care as a world-making practice along with data from our years-long mentoring relationship. As a result, we describe how we discovered that it is the moments which initially seemed mundane which were most significant in mentoring. We name this contribution as mundane significance, describing three insights for the field of cultural studies: care-full reading practices, making the invisible, visible, and challenging mentor and mentee binaries.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"14 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-25DOI: 10.1177/15327086241260844
Alyssa Morley, Stella Makhuva, Rachel Silver
This article explores the ethical implications of methods that seek to nuance mainstream representations of girls in the Global South during COVID-19. In response to what we observed as monolithic and highly sexualized framings of “Third-world” girls during the initial years of the coronavirus pandemic (2020–2023), we designed a two-part study that (a) examined the circulation and implications of discursive tropes on gendered risk with a focus on African girlhoods; and (b) collaborated with girls in Southern Malawi to construct longitudinal counternarratives based on lived experience during the pandemic’s early years. We reflect upon how each component may have mitigated or perpetuated problematic patterns in gendered representation. At the same time, we analyze the dilemmas transnational researchers face in positioning themselves to nuance global discourses and destabilize asymmetries in research collaboration. Finally, we consider new directions for girlhood studies methodologies.
{"title":"Nuancing Representation of Global Girlhoods: Promises and Problematics","authors":"Alyssa Morley, Stella Makhuva, Rachel Silver","doi":"10.1177/15327086241260844","DOIUrl":"https://doi.org/10.1177/15327086241260844","url":null,"abstract":"This article explores the ethical implications of methods that seek to nuance mainstream representations of girls in the Global South during COVID-19. In response to what we observed as monolithic and highly sexualized framings of “Third-world” girls during the initial years of the coronavirus pandemic (2020–2023), we designed a two-part study that (a) examined the circulation and implications of discursive tropes on gendered risk with a focus on African girlhoods; and (b) collaborated with girls in Southern Malawi to construct longitudinal counternarratives based on lived experience during the pandemic’s early years. We reflect upon how each component may have mitigated or perpetuated problematic patterns in gendered representation. At the same time, we analyze the dilemmas transnational researchers face in positioning themselves to nuance global discourses and destabilize asymmetries in research collaboration. Finally, we consider new directions for girlhood studies methodologies.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"28 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-31DOI: 10.1177/15327086241254815
James Joseph Scheurich, Madeline Mason
While there is broad support among education scholars for the assertion that inequities of race, gender, and class within education are systemic and intersectional, many education researchers continue to publish research, especially in highly influential journals, like those of the American Educational Research Association (AERA), that either ignore systemic intersectional inequities or treat the inequities as mere variables. In contrast, we provide a proposed intersectionality-based research framework and a methodology that emphasizes systemic inequities in public schooling, including racism, sexism/patriarchy, and classism. We discuss this framework, describe our methodology (drawn mainly from Matias), and illustrate how it could be applied to research on three White teachers. For each of these teachers, we discuss some possibly new insights or “suppositions” that were yielded by the application of our framework and methodology. We then call on other researchers to strongly center systemic intersectional inequities in research and in research methodologies.
{"title":"An Intersectionality-Based Research Framework and Methodology That Emphasizes Systemic Inequities in Public Schooling, Including Racism, Sexism, and Classism","authors":"James Joseph Scheurich, Madeline Mason","doi":"10.1177/15327086241254815","DOIUrl":"https://doi.org/10.1177/15327086241254815","url":null,"abstract":"While there is broad support among education scholars for the assertion that inequities of race, gender, and class within education are systemic and intersectional, many education researchers continue to publish research, especially in highly influential journals, like those of the American Educational Research Association (AERA), that either ignore systemic intersectional inequities or treat the inequities as mere variables. In contrast, we provide a proposed intersectionality-based research framework and a methodology that emphasizes systemic inequities in public schooling, including racism, sexism/patriarchy, and classism. We discuss this framework, describe our methodology (drawn mainly from Matias), and illustrate how it could be applied to research on three White teachers. For each of these teachers, we discuss some possibly new insights or “suppositions” that were yielded by the application of our framework and methodology. We then call on other researchers to strongly center systemic intersectional inequities in research and in research methodologies.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"101 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-27DOI: 10.1177/15327086241254814
Doo Jae Park
Building upon reflexive autobiography to theorize Asian racialization in a globalizing circumstance, this paper focuses on how race is constructed transnationally by global media, and how global interconnectedness continues to project white Americanness, racialized anti-Black aesthetics, and otherization of Asianness in and through sport. I trace three historical conjunctures to build a connection between the collective history and my self-reflection on social contexts: Americanization through global media, aspiration of whiteness, and the criminalization of Blackness. With this, I attempt to articulate sport as the most convenient identity-making apparatus in immigrant America. This article concludes by highlighting the importance of the intersectionality of the asymmetric power structures that redress the miseducation that elides Asian narratives from sport.
{"title":"Reflection as a Method: Asian Racialization in White Sport","authors":"Doo Jae Park","doi":"10.1177/15327086241254814","DOIUrl":"https://doi.org/10.1177/15327086241254814","url":null,"abstract":"Building upon reflexive autobiography to theorize Asian racialization in a globalizing circumstance, this paper focuses on how race is constructed transnationally by global media, and how global interconnectedness continues to project white Americanness, racialized anti-Black aesthetics, and otherization of Asianness in and through sport. I trace three historical conjunctures to build a connection between the collective history and my self-reflection on social contexts: Americanization through global media, aspiration of whiteness, and the criminalization of Blackness. With this, I attempt to articulate sport as the most convenient identity-making apparatus in immigrant America. This article concludes by highlighting the importance of the intersectionality of the asymmetric power structures that redress the miseducation that elides Asian narratives from sport.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"45 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141170537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.1177/15327086241247142
Beth Cross, Jennifer Markides
This article traces the development of a place-based approach that contributes to exploration of post-qualitative methods. Working with the question, how can our understanding of embodied learning lead to habits of embodied inquiry that shift our relation to what socio-ecological justice means in this time? we embarked on a writing/making/sensing time in a series of different academic workspaces. The reflections and poems recount our developing awareness of what it would mean to turn away from exploitative terms of exploration and toward ones guided by Indigenous wisdom, not just as a rhetorical flourish, but as everyday embodied keeping faith with Indigenous principles through and beyond all research phases. What we present here is not a new set of skills but a shift in orientation that brings the weight of our experiences, knowledges, and personhoods to the fore, and asks us to locate and presence ourselves in and with the breath of the world. We note that this practice shifts the quality and relationality of storying that emerge from the practice and the role embodied knowledge plays within them. We conclude with reflections on the application of this practice to the different phases of research.
{"title":"Way Markers in the Practice of Shambling: A Method for Communal Discernment","authors":"Beth Cross, Jennifer Markides","doi":"10.1177/15327086241247142","DOIUrl":"https://doi.org/10.1177/15327086241247142","url":null,"abstract":"This article traces the development of a place-based approach that contributes to exploration of post-qualitative methods. Working with the question, how can our understanding of embodied learning lead to habits of embodied inquiry that shift our relation to what socio-ecological justice means in this time? we embarked on a writing/making/sensing time in a series of different academic workspaces. The reflections and poems recount our developing awareness of what it would mean to turn away from exploitative terms of exploration and toward ones guided by Indigenous wisdom, not just as a rhetorical flourish, but as everyday embodied keeping faith with Indigenous principles through and beyond all research phases. What we present here is not a new set of skills but a shift in orientation that brings the weight of our experiences, knowledges, and personhoods to the fore, and asks us to locate and presence ourselves in and with the breath of the world. We note that this practice shifts the quality and relationality of storying that emerge from the practice and the role embodied knowledge plays within them. We conclude with reflections on the application of this practice to the different phases of research.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"54 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.1177/15327086241244758
Magdalena Suárez-Ortega, Pamela Zapata-Sepúlveda, María Inés García-Ripa, Carolina Romero-García
Advances in the development of the Reinvent Yourself project are presented, the purpose of which is to validate the CCP (Build your Professional Career) model for job improvement in the Autonomous Community of Andalusia in southern Spain. The CCP model is an integrative and inclusive proposal within the framework of professional career development. Through training in transversal competencies and career management, the CCP model aims to favor the processes of labor reintegration by responding to the needs that people present from a conscious and critical perspective. In this process, a qualitative perspective is prioritized because of what the model contributes to a person’s reflexivity, awareness, and self-determination. This article reflects on the potential of the model and of the critical qualitative methodology in processes of constructing identity and a professional career. The potential of the model and of the critical qualitative methodology to facilitate the processes of building a professional career is evidenced. This methodology and the tools used allow a greater social and personal impact in terms of equality and social justice.
{"title":"Promotion of Labor Insertion Through the Build Your Professional Career (CCP) Model: A Critical Qualitative Perspective for the Improvement of Professional and Life Projects","authors":"Magdalena Suárez-Ortega, Pamela Zapata-Sepúlveda, María Inés García-Ripa, Carolina Romero-García","doi":"10.1177/15327086241244758","DOIUrl":"https://doi.org/10.1177/15327086241244758","url":null,"abstract":"Advances in the development of the Reinvent Yourself project are presented, the purpose of which is to validate the CCP (Build your Professional Career) model for job improvement in the Autonomous Community of Andalusia in southern Spain. The CCP model is an integrative and inclusive proposal within the framework of professional career development. Through training in transversal competencies and career management, the CCP model aims to favor the processes of labor reintegration by responding to the needs that people present from a conscious and critical perspective. In this process, a qualitative perspective is prioritized because of what the model contributes to a person’s reflexivity, awareness, and self-determination. This article reflects on the potential of the model and of the critical qualitative methodology in processes of constructing identity and a professional career. The potential of the model and of the critical qualitative methodology to facilitate the processes of building a professional career is evidenced. This methodology and the tools used allow a greater social and personal impact in terms of equality and social justice.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"2016 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.1177/15327086241252839
Mariia Vitrukh, Mirka Koro
The purpose of this article is to describe the creation of displaced universities (DUs) as spaces for coalition building, resistance, and decolonial practice that have re-invented the university architecture. This article offers a multi-perspectival and historical exploration of higher education in Ukraine before and after the full-scale invasion of Russia in Ukraine on February 24, 2022, with particular focus on the coalitions around Ukrainian DUs. DUs can be seen as one form of decolonial creations, as a unique organic coalition and intellectual community. This organic coalition includes a process of social resistance, resilience, and policy, which are being shaped by people whose lives were and still are uncertain. These people affiliated with higher education created invisible connections that re-shaped the vision and relationality of DUs. The interwoven life trajectories of forced migrants, Ukrainian academics, administrators, and students who made the decision to move to mainland Ukraine and establish (in)visible DUs while continuing their work and education in Ukrainian territories under the control of the Ukrainian government.
{"title":"University Architectures Re-Invented: Re-Conceptualizing Forced Migration, Historical Consciousness, and Coalition Building in Ukraine After the Full-Scale Russian Invasion","authors":"Mariia Vitrukh, Mirka Koro","doi":"10.1177/15327086241252839","DOIUrl":"https://doi.org/10.1177/15327086241252839","url":null,"abstract":"The purpose of this article is to describe the creation of displaced universities (DUs) as spaces for coalition building, resistance, and decolonial practice that have re-invented the university architecture. This article offers a multi-perspectival and historical exploration of higher education in Ukraine before and after the full-scale invasion of Russia in Ukraine on February 24, 2022, with particular focus on the coalitions around Ukrainian DUs. DUs can be seen as one form of decolonial creations, as a unique organic coalition and intellectual community. This organic coalition includes a process of social resistance, resilience, and policy, which are being shaped by people whose lives were and still are uncertain. These people affiliated with higher education created invisible connections that re-shaped the vision and relationality of DUs. The interwoven life trajectories of forced migrants, Ukrainian academics, administrators, and students who made the decision to move to mainland Ukraine and establish (in)visible DUs while continuing their work and education in Ukrainian territories under the control of the Ukrainian government.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"2 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/15327086241250075
Anna CohenMiller, Lana Dikanchiyeva
This article integrates arts-based research and critical self-reflective questions through embodied questions of having lived in Ukraine and Kazakhstan at the time the war broke out in 2022: What was it like to have left Kiev with a family amid the bombing with family? How has the adjustment unfolded? How can life be meaningful today, if at all? Through a collaborative artistic interpretation of a co-produced work, we highlight the unsaid feelings and thoughts, emphasizing a decolonial response to strife, pain, trauma, and war to allow for a healing inquiry of hope through thoughtful, caring spaces to learn and deeply feel the human experience.
{"title":"Healing Inquiry: Collaborative Practice, Artistic Interpretation, and a Decolonial Response to Living in and Through War","authors":"Anna CohenMiller, Lana Dikanchiyeva","doi":"10.1177/15327086241250075","DOIUrl":"https://doi.org/10.1177/15327086241250075","url":null,"abstract":"This article integrates arts-based research and critical self-reflective questions through embodied questions of having lived in Ukraine and Kazakhstan at the time the war broke out in 2022: What was it like to have left Kiev with a family amid the bombing with family? How has the adjustment unfolded? How can life be meaningful today, if at all? Through a collaborative artistic interpretation of a co-produced work, we highlight the unsaid feelings and thoughts, emphasizing a decolonial response to strife, pain, trauma, and war to allow for a healing inquiry of hope through thoughtful, caring spaces to learn and deeply feel the human experience.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/15327086241249155
Cristina Mislán
This article draws from a larger auto-ethnographic project in which I have collected life stories via unstructured interviews with Black residents and environmental activists living in southern Louisiana, my hometown. I highlight three in-depth narratives to illustrate how geo-storytelling within racialized communities cultivates what I call existential recovery. Intersecting scholarship in Black ecology, memory studies, and geo-storytelling, I argue that existential recovery communicates a form of environmental justice that turns sacrifice zones into sacred “Black spaces of belonging.” From these narratives, we see that those who inhabit “lands of no-one” are practicing memory-work—remembering pasts and re-making plantation futures. As residents and activists resist those structures that render their geographies “unlivable,” they help shape what it means to live under environmental disaster. A focus on discursive resistance to environmental racism then emphasizes how communities of color re-frame and re-claim what it means to adapt under environmental and climate crises.
{"title":"Existential Recovery: Re-making and Remembering Through Geo-Storytelling","authors":"Cristina Mislán","doi":"10.1177/15327086241249155","DOIUrl":"https://doi.org/10.1177/15327086241249155","url":null,"abstract":"This article draws from a larger auto-ethnographic project in which I have collected life stories via unstructured interviews with Black residents and environmental activists living in southern Louisiana, my hometown. I highlight three in-depth narratives to illustrate how geo-storytelling within racialized communities cultivates what I call existential recovery. Intersecting scholarship in Black ecology, memory studies, and geo-storytelling, I argue that existential recovery communicates a form of environmental justice that turns sacrifice zones into sacred “Black spaces of belonging.” From these narratives, we see that those who inhabit “lands of no-one” are practicing memory-work—remembering pasts and re-making plantation futures. As residents and activists resist those structures that render their geographies “unlivable,” they help shape what it means to live under environmental disaster. A focus on discursive resistance to environmental racism then emphasizes how communities of color re-frame and re-claim what it means to adapt under environmental and climate crises.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"116 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/15327086241250074
Kuo Zhang
This article examines collective dialogues surrounding the confrontation of microaggressions through a unique combination of autoethnographic poetry and found poetry. Focused on my personal encounters as an Asian woman in academia, a mother of three young children, and an international employee residing in the United States, the autoethnographic poems serve as a platform for shared reflection and exploration. Following the sharing of these poems to undergraduate students, I invited their anonymous responses via a Padlet page, from which I crafted found poetry. By juxtaposing these two forms of poetic inquiry, this study aims to challenge dominant narratives, restore agency, and underscore the humanity and dignity of marginalized individuals. Furthermore, this article delves into methodological insights regarding the use of poetic inquiry as a catalyst for collective dialogic healing and transformative action. I seek to foster empathy, understanding, healing, and actionable change in the face of microaggressions.
{"title":"“You Guys Are Smaller!”: “Talking Back” to Microaggressions Through Poetic Inquiry","authors":"Kuo Zhang","doi":"10.1177/15327086241250074","DOIUrl":"https://doi.org/10.1177/15327086241250074","url":null,"abstract":"This article examines collective dialogues surrounding the confrontation of microaggressions through a unique combination of autoethnographic poetry and found poetry. Focused on my personal encounters as an Asian woman in academia, a mother of three young children, and an international employee residing in the United States, the autoethnographic poems serve as a platform for shared reflection and exploration. Following the sharing of these poems to undergraduate students, I invited their anonymous responses via a Padlet page, from which I crafted found poetry. By juxtaposing these two forms of poetic inquiry, this study aims to challenge dominant narratives, restore agency, and underscore the humanity and dignity of marginalized individuals. Furthermore, this article delves into methodological insights regarding the use of poetic inquiry as a catalyst for collective dialogic healing and transformative action. I seek to foster empathy, understanding, healing, and actionable change in the face of microaggressions.","PeriodicalId":46996,"journal":{"name":"Cultural Studies-Critical Methodologies","volume":"29 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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