This book explores the curriculum theorizing of Black women, as well as their historical and contemporary contributions to the always-evolving complicated conversation that is Curriculum Studies. It serves as an opportunity to begin a dialogue of revision and reconciliation and offers a vision for the transformation of academia’s relationship with black women as students, teachers, and theorizers.
Taking the perennial silencing of Black women’s voices in academia as its impetus, the book explains how even fields like Curriculum Studies – where scholars have worked to challenge hegemony, injustice, and silence within the larger discipline of education – have struggled to identify an intellectual tradition marked by the Black, female subjectivity. This epistemic amnesia is an ongoing reminder of the strength of what bell hooks calls "imperialist white supremacist capitalist patriarchy", and the ways in which even the most critical spaces fail to recognize the contributions and even the very existence of Black women. Seeking to redress this balance, this book engages the curricular lives of Black women and girls epistemologically, bodily, experientially, and publicly.
Providing a clarion call for fellow educators to remain reflexive and committed to emancipatory aims, this book will be of interest to researchers seeking an exploration of critical voices from nondominant identities, perspectives, and concerns.
This book was originally published as a special issue of Gender and Education.
Introduction – When, where, and why we enter: Black women’s curriculum theorising Kirsten T. Edwards, Denise Taliaferro Baszile and Nichole A. Guillory
1. Towards decolonial praxis: reconfiguring the human and the curriculum Karishma Desai and Brenda Nyandiko Sanya
2. ‘I know what you are about to enter’: lived experiences as the curricular foundation for teaching citizenship Amanda E. Vickery
3. ‘You can’t see for lookin’’: how Southern womanism informs perspectives of work and curriculum theory Berlisha Morton
4. The Black Women’s Gathering Place: reconceptualising a curriculum of place/space Arianna Howard, Ashley Patterson, Valerie Kinloch, Tanja Burkhard and Ryann Randall
5. Curriculum homeplacing as complicated conversation: (re)narrating the mentoring of Black women doctoral students Ebony C. Pope and Kirsten T. Edwards
6. Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls Tiffany M. Nyachae
7. Talking back in cyberspace: self-love, hair care, and counter narratives in Black adolescent girls’ YouTube vlogs Robin J. Phelps-Ward and Crystal T. Laura
8. Super-Girl: strength and sadness in Black girlhood Nia Michelle Nunn
9. Reparative readings: re-claiming black feminized bodies as sites of somatic pleasures and possibilities Esther O. Ohito and Shenila Khoja-Moolji
10. Mapping the margins and searching for higher ground: examining the marginalization of black female graduate students at PWIs Dari Green, Tifanie Pulley, Melinda Jackson, Lori Latrice Martin and Kenneth J. Fasching-Varner
11. Revealing a hidden curriculum of Black women’s erasure in sexual violence prevention policy Sara Carrigan Wooten
12. Curriculum as colour and curves: a synthesis of Black theory, design and creativity realized as critical curriculum writing Lucinda McKnight
13. Black women’s bodies, ideology, and the public curriculum of the pro- and anti-choice movements in the US Maria del Guadalupe Davidson