College Curriculum at the Crossroads

Women of Color Reflect and Resist
1. Auflage 2017
ISBN: 978-1-138-72100-5
Verlag: Routledge

Buch, Englisch, 200 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 301 g

Reihe: Critical Social Thought

College Curriculum at the Crossroads explores the ways in which college curriculum is complicated, informed, understood, resisted, and enriched by women of color. This text challenges the canon of curriculum development which foregrounds the experiences of white people, men and other dominant subject positions. By drawing on Black, Latina, Queer, and Transnational feminism, the text disrupts hegemonic curricular practices in post-secondary education. This collection is relevant to current conversation within higher education, which looks to curriculum to aid in the development of a more tolerant and just citizenry. Women of color have long theorized the failures of injustice and the promise of inclusion; as such, this text rightly positions women of color as true "experts in the field."

Across a variety of approaches, from reflections on personal experience to application of critical scholarship, the authors in this collection explore the potency of women of color’s presence with/in college curriculum and emphasize a dire need for women of color’s voices at the center of the academic process.

Autoren/Hrsg.

Edwards, Kirsten T.

del Guadalupe Davidson, Maria

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

CONTENTS

Series Editor’s Introduction

Acknowledgements

Introduction

1 Pedagogical Poetics and Curricular Design in the Interracial

Classroom: A Black Female Perspective

2 Somo Gente Estudiada: Creating Change Within and Outside

the Walls of Academia

3 Black Feminist/Womanist Epistemologies, Pedagogies, and

Methodologies: A Review of Literature

4 Academic Sapphires: College Curriculum at the Intersection

of Race, Gender, and Black Women’s Subversion

5 For Women of Color who have Considered Critical Social

Theories: When the Dominant Narrative is no Longer Enough

6 Black Women, Curriculum Design, and the

Subject of Disidentification

7 Transgressing Curriculum Boundaries

8 Curriculum as Community Building, Liberation, Resistance

and Empowerment: Reflections from Fifteen Years of Teaching

9 De donde tu eres: Pedagogies of a Puerto Rican Academic

10 In the Space Between Argo and Shahs of Sunset is

Where I Teach

11 Teaching to Transgress: Africana Studies as a Support for

Black Student Activism

List of Contributors

Index

Über Autor(innen)

Kirsten T. Edwards is Assistant Professor of Adult and Higher Education and Women’s and Gender Studies affiliate faculty at the University of Oklahoma. She earned a Ph.D. in Higher Education Administration with cognates in both Curriculum Theory and Women’s and Gender Studies at Louisiana State University. Her research merges philosophies of higher education, college curriculum, and pedagogy. More specifically, Dr. Edwards is interested in the ways that socio-cultural identity and context influence faculty, teaching, and learning in post-secondary education. She is co-editor (with Denise Taliaferro Baszile and Nichole A. Guillory) of Race, Gender, and Curriculum Theorizing: Working in Womanish Ways.

Maria del Guadalupe Davidson is Associate Professor and Director of the Women’s and Gender Studies Program, and Co-Director for the Women’s and Gender Studies Center for Social Justice at the University of Oklahoma. She earned her Ph.D. in Rhetoric from Duquesne University. She researches in the areas of rhetorical theory and criticism, black feminism, and Africana philosphical thought. Her most recent publication is Black Women, Agency, and the New Black Feminism (2017). She has co-edited several volumes including: Our Black Sons Matter: Mothers Talk about Fears, Sorrows, and Hopes (2016); Exploring Race in Predominately White Classrooms (2014); and Critical Perspectives on bell hooks (2009). She is currently working on a book about the artist Kara Walker.