Annette Henry
Biographic Data
| ID | 3638840 |
|---|---|
| NAME | Annette Henry |
| GIVEN NAMES | Annette |
| FAMILY NAME | Henry |
| SIGNATURE | HENRY A |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 83 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Black Graduate Students' Mentorship Experiences at a University in Western Canada
This discussion examines the mentoring experiences of Black graduate students enrolled in a Faculty of Education at a university located in western Canada between the years 2010 and 2020. The students were pursuing masters’ and doctoral degrees and were asked to reflect on the mentorship and support that they received during the course of their graduate programs. Drawing from critical and interdisciplinary perspectives about Blackness, the paper …
The Urgency of Now: Towards Purpose-driven and Responsive Laws to Regulate Jamaica's Cannabis Industry
Power, Politics, Possibilities Thoughts Toward Creating a Black Digital Oral History Archive
Great dissonances and inequities can be created by power relationships and cultural misunderstandings. In this essay, in an attempt to preempt problems that stem from a lack of attention to questions of equity, I consider the possible pitfalls of a partnership with a Black community organization in anticipation of a project: The co-creation of a digital Black oral history archive. Political, cultural, and ethical issues that undergird equity are …
We especially welcome applications from members of visible minority groups’: Reflections on race, gender and life at three universities
This autoethnographic account documents and analyses university life as a racialised woman who has worked in both Canadian and American universities. The theoretical framework draws from critical perspectives on race, black feminisms and narrative and autoethnographic research methodologies. The study involves a range of data sources that provide sociohistorical and sociopolitical contexts in which to ground the Personal: academic writings on rac…
Nostalgia for what cannot be: An interpretive and social biography of Stuart Hall's early years in Jamaica and England, 1932-1959
Much has been written about Stuart Hall's intellectual and theoretical contributions especially after the mid-1960s. This interpretive and social biography places Stuart Hall's life from 1932 to 1959 in a socio-historical context, beginning with his childhood in Jamaica and his early years in England. I draw on Hall's own biographical reflections during the last years of his life and his writings about secondary schools and working-class youth fr…
Diasporic reasoning, affect, memory and cultural politics: An interview with Avtar Brah
This interview explores the intellectual contours of Stuart Hall's work through the insights of Professor Avtar Brah, Emerita, Birkbeck College, whose feminist post-colonial voice has shaped generations of scholarship on diaspora thinking, achieving public intellectual status. Her Cartographies of Diaspora (1996) received international acclaim, challenging nationalist feminisms to engage diasporic cultural politics. The longest standing member of…
Historical Studies: Groups/Institutions
Handbook of Research in the Social Foundations of Education
Introduction and Overview Part 1: Original Foundational Disciplines er Part 2: Emergent Perspectives Part 3: Globalization, Institutions, and Power Part 4: Popular Culture, Media, and Technology Part 5: The Social Contexts of Schooling, Teaching and Learning
There’s salt‐water in our blood’: The ‘Middle Passage’ epistemology of two Black mothers regarding the spiritual education of their daughters
The author examines the discourses and practices of two Black women educators regarding the spiritual education of their daughters. Their daughters attended an independent African‐centered community school in a large Midwestern city. Semi‐structured interviews were conducted as part of a larger ethnographic study exploring the education of Black girls in two ethnocultural settings. The participants’ parental pedagogies critiqued mainstream educat…
The Politics of Unpredictability in a Reading/Writing/Discussion Group With Girls From the Caribbean
2001). The Politics of Unpredictability in a Reading/Writing/Discussion Group With Girls From the Caribbean. Theory Into Practice: Vol. 40, Already Reading: Children, Texts, Contexts, pp. 184-189
Thoughts on Black Women in the Workplace: A Space Not Intended for Us
Using five of her own journal entries, the author tells a collective story. Through this form, she raises some issues that are both in the theoretical literature and in the everyday work lives of Black women
Invisible’ and ‘Womanish’: Black girls negotiating their lives in an African‐centered school in the USA
The author examines a cluster of themes in the school lives of 10‐ and 11‐year‐old African‐American girls in an independent African‐centered school in Illinois, USA. Through conversation and student writings, the author illustrates that these girls position themselves in multiple and contradictory ways. In the co‐educational classroom, they seemed passive, even invisible. Yet in conversation outside of class, they were wilful, audacious, ‘womanis…
Speaking Up" and "Speaking Out: Examining "Voice" in a Reading/Writing Program with Adolescent African Caribbean Girls
This account examines three significant moments in a weekly reading and writing workshop in order to reflect on the problematic notion of "coming to voice" for African Caribbean girls aged 14 to 15. The author discusses the process as both a program and a research inquiry. The aim of the inquiry was to explore some academic, social, and affective concerns for girls of this age. Program objectives included introducing culturally and gender-relevan…
Literacy, Black self‐representation, and cultural practice in an elementary classroom: Implications for teaching children of African‐Caribbean heritage
This study examines literacy strategies used by Black teachers who aimed to create an environment in which African‐Canadian pupils could develop literacy skills as well as learn their social histories and personal identities as children of African heritage. The study site, located in a low‐income area of Ontario, Canada, was a school with a student population that was 80% Black. The data for the study were drawn from interviews with teachers abou…
Five Black Women Teachers Critique Child-Centered Pedagogy: Possibilities and Limitations of Oppositional Standpoints
The data presented illuminate a pedagogical stance held by five African-Caribbean Canadian women teachers who teach in a predominantly black elementary school. The author examines their standpoint on teaching literacy as they critique what is commonly called “child-centered” pedagogy. She uses their engaged vision as a means to discuss the limitations and possibilities of oppositional “minority” teacher standpoints in the mainstream. The author l…
A Wha' Dem a Go on Wid? (Student Resistance in a Doctoral Seminar on Black Feminist Thought)
Growing Up Black, Female, and Working Class: A Teacher's Narrative
This discussion contributes to emergent literature on teacher biographies and on the schooling of black girls. The author examines some childhood experiences of a contemporary woman African-Caribbean Canadian teacher, Ese, who grew up in England. The author traces the development of Ese's present consciousness by examining how her experiences of marginality at the intersections of her race, gender, and class have informed her current practice in …
The Empty Shelf and Other Curricular Challenges of Teaching for Children of African Descent: Implications for Teacher Practice
This article examines aspects of an African-centered pedagogy defined here as a pedagogy in which children can come to critically understand their identities as people of African heritage in a North American society. The data are taken from an ethnographic study on Black women teachers' "liberatory" pedagogy for children of African descent. The author discusses three classroom interactions between teachers and students from African-Caribbean-Cana…
African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance
Annette Henry, African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance, The Journal of Negro Education, Vol. 61, No. 3, Africentrism and Multiculturalism: Conflict or Consonance (Summer, 1992), pp. 392-404
African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance
Annette Henry, African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance, The Journal of Negro Education, Vol. 61, No. 3, Africentrism and Multiculturalism: Conflict or Consonance (Summer, 1992), pp. 392-404
We especially welcome applications from members of visible minority groups’: Reflections on race, gender and life at three universities
This autoethnographic account documents and analyses university life as a racialised woman who has worked in both Canadian and American universities. The theoretical framework draws from critical perspectives on race, black feminisms and narrative and autoethnographic research methodologies. The study involves a range of data sources that provide sociohistorical and sociopolitical contexts in which to ground the Personal: academic writings on rac…
Speaking Up" and "Speaking Out: Examining "Voice" in a Reading/Writing Program with Adolescent African Caribbean Girls
This account examines three significant moments in a weekly reading and writing workshop in order to reflect on the problematic notion of "coming to voice" for African Caribbean girls aged 14 to 15. The author discusses the process as both a program and a research inquiry. The aim of the inquiry was to explore some academic, social, and affective concerns for girls of this age. Program objectives included introducing culturally and gender-relevan…
Growing Up Black, Female, and Working Class: A Teacher's Narrative
This discussion contributes to emergent literature on teacher biographies and on the schooling of black girls. The author examines some childhood experiences of a contemporary woman African-Caribbean Canadian teacher, Ese, who grew up in England. The author traces the development of Ese's present consciousness by examining how her experiences of marginality at the intersections of her race, gender, and class have informed her current practice in …
There’s salt‐water in our blood’: The ‘Middle Passage’ epistemology of two Black mothers regarding the spiritual education of their daughters
The author examines the discourses and practices of two Black women educators regarding the spiritual education of their daughters. Their daughters attended an independent African‐centered community school in a large Midwestern city. Semi‐structured interviews were conducted as part of a larger ethnographic study exploring the education of Black girls in two ethnocultural settings. The participants’ parental pedagogies critiqued mainstream educat…
Invisible’ and ‘Womanish’: Black girls negotiating their lives in an African‐centered school in the USA
The author examines a cluster of themes in the school lives of 10‐ and 11‐year‐old African‐American girls in an independent African‐centered school in Illinois, USA. Through conversation and student writings, the author illustrates that these girls position themselves in multiple and contradictory ways. In the co‐educational classroom, they seemed passive, even invisible. Yet in conversation outside of class, they were wilful, audacious, ‘womanis…
Nostalgia for what cannot be: An interpretive and social biography of Stuart Hall's early years in Jamaica and England, 1932-1959
Much has been written about Stuart Hall's intellectual and theoretical contributions especially after the mid-1960s. This interpretive and social biography places Stuart Hall's life from 1932 to 1959 in a socio-historical context, beginning with his childhood in Jamaica and his early years in England. I draw on Hall's own biographical reflections during the last years of his life and his writings about secondary schools and working-class youth fr…
The Politics of Unpredictability in a Reading/Writing/Discussion Group With Girls From the Caribbean
2001). The Politics of Unpredictability in a Reading/Writing/Discussion Group With Girls From the Caribbean. Theory Into Practice: Vol. 40, Already Reading: Children, Texts, Contexts, pp. 184-189
Five Black Women Teachers Critique Child-Centered Pedagogy: Possibilities and Limitations of Oppositional Standpoints
The data presented illuminate a pedagogical stance held by five African-Caribbean Canadian women teachers who teach in a predominantly black elementary school. The author examines their standpoint on teaching literacy as they critique what is commonly called “child-centered” pedagogy. She uses their engaged vision as a means to discuss the limitations and possibilities of oppositional “minority” teacher standpoints in the mainstream. The author l…
The Empty Shelf and Other Curricular Challenges of Teaching for Children of African Descent: Implications for Teacher Practice
This article examines aspects of an African-centered pedagogy defined here as a pedagogy in which children can come to critically understand their identities as people of African heritage in a North American society. The data are taken from an ethnographic study on Black women teachers' "liberatory" pedagogy for children of African descent. The author discusses three classroom interactions between teachers and students from African-Caribbean-Cana…
Diasporic reasoning, affect, memory and cultural politics: An interview with Avtar Brah
This interview explores the intellectual contours of Stuart Hall's work through the insights of Professor Avtar Brah, Emerita, Birkbeck College, whose feminist post-colonial voice has shaped generations of scholarship on diaspora thinking, achieving public intellectual status. Her Cartographies of Diaspora (1996) received international acclaim, challenging nationalist feminisms to engage diasporic cultural politics. The longest standing member of…
Thoughts on Black Women in the Workplace: A Space Not Intended for Us
Using five of her own journal entries, the author tells a collective story. Through this form, she raises some issues that are both in the theoretical literature and in the everyday work lives of Black women
Literacy, Black self‐representation, and cultural practice in an elementary classroom: Implications for teaching children of African‐Caribbean heritage
This study examines literacy strategies used by Black teachers who aimed to create an environment in which African‐Canadian pupils could develop literacy skills as well as learn their social histories and personal identities as children of African heritage. The study site, located in a low‐income area of Ontario, Canada, was a school with a student population that was 80% Black. The data for the study were drawn from interviews with teachers abou…
African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance
Annette Henry, African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance, The Journal of Negro Education, Vol. 61, No. 3, Africentrism and Multiculturalism: Conflict or Consonance (Summer, 1992), pp. 392-404
The Empty Shelf and Other Curricular Challenges of Teaching for Children of African Descent: Implications for Teacher Practice
This article examines aspects of an African-centered pedagogy defined here as a pedagogy in which children can come to critically understand their identities as people of African heritage in a North American society. The data are taken from an ethnographic study on Black women teachers' "liberatory" pedagogy for children of African descent. The author discusses three classroom interactions between teachers and students from African-Caribbean-Cana…
Growing Up Black, Female, and Working Class: A Teacher's Narrative
This discussion contributes to emergent literature on teacher biographies and on the schooling of black girls. The author examines some childhood experiences of a contemporary woman African-Caribbean Canadian teacher, Ese, who grew up in England. The author traces the development of Ese's present consciousness by examining how her experiences of marginality at the intersections of her race, gender, and class have informed her current practice in …
Literacy, Black self‐representation, and cultural practice in an elementary classroom: Implications for teaching children of African‐Caribbean heritage
This study examines literacy strategies used by Black teachers who aimed to create an environment in which African‐Canadian pupils could develop literacy skills as well as learn their social histories and personal identities as children of African heritage. The study site, located in a low‐income area of Ontario, Canada, was a school with a student population that was 80% Black. The data for the study were drawn from interviews with teachers abou…
Five Black Women Teachers Critique Child-Centered Pedagogy: Possibilities and Limitations of Oppositional Standpoints
The data presented illuminate a pedagogical stance held by five African-Caribbean Canadian women teachers who teach in a predominantly black elementary school. The author examines their standpoint on teaching literacy as they critique what is commonly called “child-centered” pedagogy. She uses their engaged vision as a means to discuss the limitations and possibilities of oppositional “minority” teacher standpoints in the mainstream. The author l…
A Wha' Dem a Go on Wid? (Student Resistance in a Doctoral Seminar on Black Feminist Thought)
Invisible’ and ‘Womanish’: Black girls negotiating their lives in an African‐centered school in the USA
The author examines a cluster of themes in the school lives of 10‐ and 11‐year‐old African‐American girls in an independent African‐centered school in Illinois, USA. Through conversation and student writings, the author illustrates that these girls position themselves in multiple and contradictory ways. In the co‐educational classroom, they seemed passive, even invisible. Yet in conversation outside of class, they were wilful, audacious, ‘womanis…
Speaking Up" and "Speaking Out: Examining "Voice" in a Reading/Writing Program with Adolescent African Caribbean Girls
This account examines three significant moments in a weekly reading and writing workshop in order to reflect on the problematic notion of "coming to voice" for African Caribbean girls aged 14 to 15. The author discusses the process as both a program and a research inquiry. The aim of the inquiry was to explore some academic, social, and affective concerns for girls of this age. Program objectives included introducing culturally and gender-relevan…
Thoughts on Black Women in the Workplace: A Space Not Intended for Us
Using five of her own journal entries, the author tells a collective story. Through this form, she raises some issues that are both in the theoretical literature and in the everyday work lives of Black women
The Politics of Unpredictability in a Reading/Writing/Discussion Group With Girls From the Caribbean
2001). The Politics of Unpredictability in a Reading/Writing/Discussion Group With Girls From the Caribbean. Theory Into Practice: Vol. 40, Already Reading: Children, Texts, Contexts, pp. 184-189
There’s salt‐water in our blood’: The ‘Middle Passage’ epistemology of two Black mothers regarding the spiritual education of their daughters
The author examines the discourses and practices of two Black women educators regarding the spiritual education of their daughters. Their daughters attended an independent African‐centered community school in a large Midwestern city. Semi‐structured interviews were conducted as part of a larger ethnographic study exploring the education of Black girls in two ethnocultural settings. The participants’ parental pedagogies critiqued mainstream educat…
Handbook of Research in the Social Foundations of Education
Introduction and Overview Part 1: Original Foundational Disciplines er Part 2: Emergent Perspectives Part 3: Globalization, Institutions, and Power Part 4: Popular Culture, Media, and Technology Part 5: The Social Contexts of Schooling, Teaching and Learning
Historical Studies: Groups/Institutions
We especially welcome applications from members of visible minority groups’: Reflections on race, gender and life at three universities
This autoethnographic account documents and analyses university life as a racialised woman who has worked in both Canadian and American universities. The theoretical framework draws from critical perspectives on race, black feminisms and narrative and autoethnographic research methodologies. The study involves a range of data sources that provide sociohistorical and sociopolitical contexts in which to ground the Personal: academic writings on rac…
Nostalgia for what cannot be: An interpretive and social biography of Stuart Hall's early years in Jamaica and England, 1932-1959
Much has been written about Stuart Hall's intellectual and theoretical contributions especially after the mid-1960s. This interpretive and social biography places Stuart Hall's life from 1932 to 1959 in a socio-historical context, beginning with his childhood in Jamaica and his early years in England. I draw on Hall's own biographical reflections during the last years of his life and his writings about secondary schools and working-class youth fr…
Diasporic reasoning, affect, memory and cultural politics: An interview with Avtar Brah
This interview explores the intellectual contours of Stuart Hall's work through the insights of Professor Avtar Brah, Emerita, Birkbeck College, whose feminist post-colonial voice has shaped generations of scholarship on diaspora thinking, achieving public intellectual status. Her Cartographies of Diaspora (1996) received international acclaim, challenging nationalist feminisms to engage diasporic cultural politics. The longest standing member of…
Power, Politics, Possibilities Thoughts Toward Creating a Black Digital Oral History Archive
Great dissonances and inequities can be created by power relationships and cultural misunderstandings. In this essay, in an attempt to preempt problems that stem from a lack of attention to questions of equity, I consider the possible pitfalls of a partnership with a Black community organization in anticipation of a project: The co-creation of a digital Black oral history archive. Political, cultural, and ethical issues that undergird equity are …
Black Graduate Students' Mentorship Experiences at a University in Western Canada
This discussion examines the mentoring experiences of Black graduate students enrolled in a Faculty of Education at a university located in western Canada between the years 2010 and 2020. The students were pursuing masters’ and doctoral degrees and were asked to reflect on the mentorship and support that they received during the course of their graduate programs. Drawing from critical and interdisciplinary perspectives about Blackness, the paper …
The Urgency of Now: Towards Purpose-driven and Responsive Laws to Regulate Jamaica's Cannabis Industry
Sociology (15 works) · Gender Studies (11 works) · Pedagogy (9 works) · Psychology (9 works) · Critical Race Theory in Education (7 works) · Political science (7 works) · Gender Studies (5 works) · Law (4 works) · Teacher Education and Leadership Studies (4 works) · Anthropology (3 works)