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Encountering "Third World Women": Rac(e)ing the Global in a U.S. Classroom

Encountering "Third World Women": Rac(e)ing the Global in a U.S. Classroom : Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 2, Number 1, © 2002 Duke University Press 79 I introduced my approach to anthropology by presenting my background as an Indian woman who had spent an early childhood in Nigeria and teenage years in northern India before coming to the United States. So my approach to anthropology was mediated by an education afforded by a tricontinental diaspora and its post/colonial histories.1 Thus the course material would explore the histories of imperialism, colonialism, and power as it examined cultural and social practices both within and outside the United States. I also emphasized that the syllabus made clear what kinds of material we were reading and, now that they had heard my own stance toward the class, that they should be well informed about what the rest of the quarter would entail. I also assured them that the class would be taught every quarter by other colleagues in case they did not want to learn from my set of narratives. Satisfied that my introductory lecture had been well presented and organized, I ended the class and began to meet with individual students. Before I left the lecture hall, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture Duke University Press

Encountering "Third World Women": Rac(e)ing the Global in a U.S. Classroom

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Publisher
Duke University Press
Copyright
Copyright 2002 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2-1-79
Publisher site
See Article on Publisher Site

Abstract

: Critical Approaches to Teaching Literature, Language, Composition, and Culture Volume 2, Number 1, © 2002 Duke University Press 79 I introduced my approach to anthropology by presenting my background as an Indian woman who had spent an early childhood in Nigeria and teenage years in northern India before coming to the United States. So my approach to anthropology was mediated by an education afforded by a tricontinental diaspora and its post/colonial histories.1 Thus the course material would explore the histories of imperialism, colonialism, and power as it examined cultural and social practices both within and outside the United States. I also emphasized that the syllabus made clear what kinds of material we were reading and, now that they had heard my own stance toward the class, that they should be well informed about what the rest of the quarter would entail. I also assured them that the class would be taught every quarter by other colleagues in case they did not want to learn from my set of narratives. Satisfied that my introductory lecture had been well presented and organized, I ended the class and began to meet with individual students. Before I left the lecture hall,

Journal

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press

Published: Jan 1, 2002

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