Kyoko Kishimoto
Biographic Data
| ID | 3998925 |
|---|---|
| NAME | Kyoko Kishimoto |
| GIVEN NAMES | Kyoko |
| FAMILY NAME | Kishimoto |
| SIGNATURE | KISHIMOTO K |
| AFFILIATIONS | Department of Ethnic and Women’s Studies, St. Cloud State University, St. Cloud, MN, USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 70 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
“Am I real?”: Hybridity, Strategic Multiplicity, and Self-Actualization in Star Trek: Picard
This analysis takes up hybridity to consider how dominant ideologies of assimilation, hegemony, and homogeneity in the world today shape the way entertainment, and in this case Star Trek: Picard, is written and produced, with particular attention to Picard himself, Soji Asha, Seven of Nine, Hugh, and Rios. With this framework, we can see past the tropes (like the white savior, “liberal” multiculturalism, and sci-fi's utopian/optimistic imaginings…
Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom
This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin and continue critical self-reflection in order to effectively implement anti-racist pedagogy, which has…
Critiquing the Rhetoric of "Safety" in Feminist Pedagogy: Women of Color Offering an Account of Ourselves
ries and practices inform how we teach within a feminist classroom. Very little research has been done, however, to illuminate the challenges of embodying feminist pedagogical practices that address the locationality and subjective positions of women faculty of color. According to Christine Stanley, [t]here is very little empirical research on the teaching experiences of faculty of color in predominantly white colleges and universities . . . [and…
Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom
This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin and continue critical self-reflection in order to effectively implement anti-racist pedagogy, which has…
Critiquing the Rhetoric of "Safety" in Feminist Pedagogy: Women of Color Offering an Account of Ourselves
ries and practices inform how we teach within a feminist classroom. Very little research has been done, however, to illuminate the challenges of embodying feminist pedagogical practices that address the locationality and subjective positions of women faculty of color. According to Christine Stanley, [t]here is very little empirical research on the teaching experiences of faculty of color in predominantly white colleges and universities . . . [and…
Critiquing the Rhetoric of "Safety" in Feminist Pedagogy: Women of Color Offering an Account of Ourselves
ries and practices inform how we teach within a feminist classroom. Very little research has been done, however, to illuminate the challenges of embodying feminist pedagogical practices that address the locationality and subjective positions of women faculty of color. According to Christine Stanley, [t]here is very little empirical research on the teaching experiences of faculty of color in predominantly white colleges and universities . . . [and…
Anti-racist pedagogy: From faculty’s self-reflection to organizing within and beyond the classroom
This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define anti-racist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin and continue critical self-reflection in order to effectively implement anti-racist pedagogy, which has…
“Am I real?”: Hybridity, Strategic Multiplicity, and Self-Actualization in Star Trek: Picard
This analysis takes up hybridity to consider how dominant ideologies of assimilation, hegemony, and homogeneity in the world today shape the way entertainment, and in this case Star Trek: Picard, is written and produced, with particular attention to Picard himself, Soji Asha, Seven of Nine, Hugh, and Rios. With this framework, we can see past the tropes (like the white savior, “liberal” multiculturalism, and sci-fi's utopian/optimistic imaginings…
Critical and Liberation Pedagogy (2 works) · Critical Race Theory in Education (2 works) · Gender Studies (2 works) · Political science (2 works) · Racism (2 works) · Sociology (2 works) · Aesthetics (1 works) · Anthropology (1 works) · Communication in Education and Healthcare (1 works) · Contemporary Literature and Criticism (1 works)