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Book Review: Pleasure activism: The politics of feeling good (emergent strategy)

Book Review: Pleasure activism: The politics of feeling good (emergent strategy) 724 Affilia: Feminist Inquiry in Social Work 37(4) name of research findings, the authors argue that activist research should challenge the hegemony rooted in the myth of meritocracy. These same views are then directed to developing critical classroom pedagogies and community activism, both using critical race theory to facilitate the use of double consciousness. The goals are to enhance the students’ abilities to critique and transform readings and history with a liberatory poten- tial and to balance academic information with the knowledge that comes from “lived experiences.” The authors provide several examples of academic/community collaborative projects undermined by the overvaluing of university knowledge by the academic partners resulting in personal harm to some community members and which jeopardized ongoing relationships. It was a learning moment for the authors in terms of how they provide a true participatory environment in which “lived experience” is framed as expertise leaving them with several questions. What kinds of questions and dialogues are needed to counteract the dominant forces in the classroom and community and to provide room for shared expert status? How do we better navigate discordant communities in both teaching and activist spaces? The narrative style of the book is engaging and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Affilia: Journal of Women and Social Work SAGE

Book Review: Pleasure activism: The politics of feeling good (emergent strategy)

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Publisher
SAGE
Copyright
© The Author(s) 2021
ISSN
0886-1099
eISSN
1552-3020
DOI
10.1177/0886109921999207
Publisher site
See Article on Publisher Site

Abstract

724 Affilia: Feminist Inquiry in Social Work 37(4) name of research findings, the authors argue that activist research should challenge the hegemony rooted in the myth of meritocracy. These same views are then directed to developing critical classroom pedagogies and community activism, both using critical race theory to facilitate the use of double consciousness. The goals are to enhance the students’ abilities to critique and transform readings and history with a liberatory poten- tial and to balance academic information with the knowledge that comes from “lived experiences.” The authors provide several examples of academic/community collaborative projects undermined by the overvaluing of university knowledge by the academic partners resulting in personal harm to some community members and which jeopardized ongoing relationships. It was a learning moment for the authors in terms of how they provide a true participatory environment in which “lived experience” is framed as expertise leaving them with several questions. What kinds of questions and dialogues are needed to counteract the dominant forces in the classroom and community and to provide room for shared expert status? How do we better navigate discordant communities in both teaching and activist spaces? The narrative style of the book is engaging and

Journal

Affilia: Journal of Women and Social WorkSAGE

Published: Nov 1, 2022

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