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Conceptualizations of Blackness in Education engages the specific junction of educational research and multiple theorizations of Blackness. In this volume, authors narrate how they have come to conceptualize Blackness through reading, writing, research, training, and practice.
List of contents
Series Editor Introduction. 1. Introduction: Conceptualizations of Blackness in Educational Research. Part I: The jewels of our souls: Blackness and the fullness of existence. 2. All That We Are. 3. The Spiritual Aesthetics of Black World Creation: A Departure from Blackness as the Unfree. 4. Toward an Ontology of Black Intimacy. 5. Towards Black and Indigenous Kinship and Desire. Part II. Illuminating Im/Possibilities. 6. Lighting the Way. 7. Becoming Storied: Impossible Storytelling as an act of Fugitive Wake Work. 8. “I’ve been down so long it looks like up to me”: The Practice of Racial Formation as Overthrow. Part III. Black Futurities. 9. Dear Desiree. 10. The beautiful, beautiful river: Toni Morrison and theorizing Blackness outside the white gaze. 11. Faulty Foundations: Research and reckoning with anti-blackness in mathematics education. 12. Imagining Possible Black Girl Futures: Critical Self-Reflection as Praxis for Theorizing with Black Girls
About the author
rosalind hampton, is Assistant Professor of Black Studies, Department of Social Justice Education, Ontario Institute for Studies in Education, University of Toronto, Canada.
Sefanit Habtom, is Postdoctoral Scholar in the College of Education, University of Washington, USA.
Joanna L. Williams, is Associate Professor, School Psychology Department, Rutgers University, USA.
Summary
Conceptualizations of Blackness in Education engages the specific junction of educational research and multiple theorizations of Blackness. In this volume, authors narrate how they have come to conceptualize Blackness through reading, writing, research, training, and practice. The contributors reflect a range of personal and political perspectives and experiences, disciplinary roots, and career stages. The stories in each chapter are intended to encourage more theoretically reflexive and vulnerable conversations among scholars of Black Studies in Education committed to reducing inequality in the lives of Black youth. They are not merely stories about theory; the stories are theories themselves.
