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This interdisciplinary anthology sheds light on the frameworks and lived experiences of Black women educators. 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.
List of contents
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 western hegemony through Caribbean literature.- 13. Philosophical "special topics".- 14. How shall we learn to "sing our sacred song"?.-&nbs
p;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.
About the author
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.
Summary
This interdisciplinary anthology sheds light on the frameworks and lived experiences of Black women educators. 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.
