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.
Table of Contents
Introduction – When, where, and why we enter: Black women’s curriculum theorising 1. Towards decolonial praxis: reconfiguring the human and the curriculum 2. ‘I know what you are about to enter’: lived experiences as the curricular foundation for teaching citizenship 3. ‘You can’t see for lookin’’: how Southern womanism informs perspectives of work and curriculum theory 4. The Black Women’s Gathering Place: reconceptualising a curriculum of place/space 5. Curriculum homeplacing as complicated conversation: (re)narrating the mentoring of Black women doctoral students 6. Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls 7. Talking back in cyberspace: self-love, hair care, and counter narratives in Black adolescent girls’ YouTube vlogs 8. Super-Girl: strength and sadness in Black girlhood 9. Reparative readings: re-claiming black feminized bodies as sites of somatic pleasures and possibilities 10. Mapping the margins and searching for higher ground: examining the marginalization of black female graduate students at PWIs 11. Revealing a hidden curriculum of Black women’s erasure in sexual violence prevention policy 12. Curriculum as colour and curves: a synthesis of Black theory, design and creativity realized as critical curriculum writing 13. Black women’s bodies, ideology, and the public curriculum of the pro- and anti-choice movements in the US
Kirsten T. Edwards Williams is Associate Professor and Associate Chair of Educational Leadership & Policy Studies at the University of Oklahoma, Norman, USA, where she is also Core Affiliate Faculty for Women’s & Gender Studies and the Center for Social Justice.
Denise Taliaferro Baszile is Associate Professor in the Department of Educational Leadership and Associate Dean of Diversity and Student Experience for the College of Education, Health, and Society at Miami University, Ohio, Ohio, USA.
Nichole A. Guillory is Professor of Curriculum & Instruction in the Department of Secondary & Middle Grades Education at Kennesaw State University, USA, where she is also Affiliate Faculty in the African and African Diaspora Studies program.