Nadena Doharty
Biographic Data
| ID | 668698 |
|---|---|
| NAME | Nadena Doharty |
| GIVEN NAMES | Nadena |
| FAMILY NAME | Doharty |
| SIGNATURE | DOHARTY N |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0001-7898-3340 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 86 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
‘Demonstrable experience of being a Mammy or Crazy Black Bitch ’ (essential). A critical race feminist approach to understanding Black women Headteachers’ experiences in English schools
This paper builds on the emerging, but significant scholarship of Critical Race Feminism (CRF) in education. It adds to the literature in this area by applying the theoretical and methodological underpinnings to the British education context where such applications are vanishingly small in favour of broader critical race applications. Supported by racialised and gendered images of professional Black women in leadership roles as the analytical sta…
If she runs away, i’ll get to whip her”: Anti-black humour and stereotyping in school
This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance for disparaging Black people and for justifying their unequal treatment. White teachers and their st…
The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times
UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical…
The ‘angry Black woman’ as intellectual bondage: Being strategically emotional on the academic plantation
Using a doctoral examination question as a starting point, this paper explores the specific race-gendered challenges Black women academics face when doing research on race. I argue that the stereotypical, racialised controlling images regarding Black women are not exclusive to African-American women and this has led some, in education, to draw on epistemologies such as Critical Race Theory (CRT) because of its usefulness in illuminating patterns …
‘Is it because I’m black?’: Personal reflections on Stuart Hall’s memoir Familiar Stranger: A Life Between Two Islands
This article adopts a similar two-fold approach to Hall’s memoir by discussing my personal biography as a racialised Black woman culturally displaced in the national context and, making links to the broader social/historical approach to the teaching of History, which this article argues is based upon White supremacy. Identities, and the recognition of the problematic nature of an essential Black subject has been fundamental to making sense of my …
I Felt Dead’: Applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History
This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of…
The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times
UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical…
I Felt Dead’: Applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History
This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of…
The ‘angry Black woman’ as intellectual bondage: Being strategically emotional on the academic plantation
Using a doctoral examination question as a starting point, this paper explores the specific race-gendered challenges Black women academics face when doing research on race. I argue that the stereotypical, racialised controlling images regarding Black women are not exclusive to African-American women and this has led some, in education, to draw on epistemologies such as Critical Race Theory (CRT) because of its usefulness in illuminating patterns …
‘Is it because I’m black?’: Personal reflections on Stuart Hall’s memoir Familiar Stranger: A Life Between Two Islands
This article adopts a similar two-fold approach to Hall’s memoir by discussing my personal biography as a racialised Black woman culturally displaced in the national context and, making links to the broader social/historical approach to the teaching of History, which this article argues is based upon White supremacy. Identities, and the recognition of the problematic nature of an essential Black subject has been fundamental to making sense of my …
I Felt Dead’: Applying a racial microaggressions framework to Black students’ experiences of Black History Month and Black History
This paper uses a Critical Race Theory perspective to explain the everyday racisms – racial microaggressions – directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of…
The ‘angry Black woman’ as intellectual bondage: Being strategically emotional on the academic plantation
Using a doctoral examination question as a starting point, this paper explores the specific race-gendered challenges Black women academics face when doing research on race. I argue that the stereotypical, racialised controlling images regarding Black women are not exclusive to African-American women and this has led some, in education, to draw on epistemologies such as Critical Race Theory (CRT) because of its usefulness in illuminating patterns …
If she runs away, i’ll get to whip her”: Anti-black humour and stereotyping in school
This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance for disparaging Black people and for justifying their unequal treatment. White teachers and their st…
The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times
UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical…
‘Demonstrable experience of being a Mammy or Crazy Black Bitch ’ (essential). A critical race feminist approach to understanding Black women Headteachers’ experiences in English schools
This paper builds on the emerging, but significant scholarship of Critical Race Feminism (CRF) in education. It adds to the literature in this area by applying the theoretical and methodological underpinnings to the British education context where such applications are vanishingly small in favour of broader critical race applications. Supported by racialised and gendered images of professional Black women in leadership roles as the analytical sta…
Critical Race Theory in Education (6 works) · Gender Studies (6 works) · Sociology (6 works) · Gender Studies (4 works) · Pedagogy (4 works) · Racism (4 works) · Critical race theory (3 works) · Law (3 works) · Political science (3 works) · Anthropology (2 works)