Black Women's Liberatory Pedagogies: Resistance, Transformation, and Healing Within and Beyond the Academy

ISBN-13: 9783319881065 / Angielski / Miękka / 2018 / 331 str.

Olivia N. Perlow; Durene I. Wheeler; Sharon L. Bethea

Spis treści

1. The curriculum that has no name

2. Dismantling the master’s house 

3. Managing microaggressions

4. “Black skin, white masks”

5. “Black butterfly, set the sky on fire”

6. Black women challenging racism and sexism at the federal university of the recôncavo of bahia

7. Towards  a more adequate assessment of black women faculty’s teaching effectiveness

8. Teaching to transform: Social justice at the intersection of spirituality, feminism, art, and education

9. Calling on the divine and sacred energy of queens: Bringing Afrikan indigenous wisdom and spirituality to the academy 

10. Pedagogy of healing in the creative writing classroom

11. Beyond diversity and inclusion

12. Challenging weste

rn hegemony through Caribbean literature 

13. Philosophical “special topics”

14. How shall we learn to “sing our sacred song”?

15. Can you hear (and see) me now?

16. Challenging State Violence through Students’ Performance of Literature

17. “Uses of Anger” in the Classroom

18. Race-based learning communities

19. Critically engaged praxis

20. The Higher Education of Home

O autorze

Olivia N. Perlow is Associate Professor of Sociology at Northeastern Illinois University, USA. 

Durene I. Wheeler is Associate Professor of Educational Inquiry and Curriculum Studies at Northeastern Illinois University, USA. 

Sharon L. Bethea is Associate Professor of Counselor Education at Northeastern Illinois University, USA. 

BarBara M. Scott is Professor Emeritus of Sociology, Women's and Gender Studies, and African and African American Studies at Northeastern Illinois University, USA.

                  

Blurb

This interdisciplinary anthology sheds light on the frameworks and lived experiences of black women faculty in the academy. Contributors for this anthology submitted works from an array of academic disciplines and learning environments, inviting readers to bear witness to black women faculty’s classroom experiences, as well as their pedagogical approaches both inside and outside of the higher education classroom that have fostered transformative teaching-learning environments. Through this multidimensional lens, the editors and contributors view instruction and learning as a political endeavor aimed at changing the way we think about teaching, learning. and praxis.