1st Edition
College Curriculum at the Crossroads Women of Color Reflect and Resist
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.
CONTENTS
Series Editor’s Introduction
By Michael W. Apple
Acknowledgements
Introduction
Kirsten T. Edwards and Maria del Guadalupe Davidson
1 Pedagogical Poetics and Curricular Design in the Interracial
Classroom: A Black Female Perspective
By Catherine John Camara
2 Somo Gente Estudiada: Creating Change Within and Outside
the Walls of Academia
by Norma Marrun
3 Black Feminist/Womanist Epistemologies, Pedagogies, and
Methodologies: A Review of Literature
By Altheria Caldera
4 Academic Sapphires: College Curriculum at the Intersection
of Race, Gender, and Black Women’s Subversion
by Kirsten T. Edwards
5 For Women of Color who have Considered Critical Social
Theories: When the Dominant Narrative is no Longer Enough
By OiYan Poon, Ester Sihite, Natasha Turman, Briellen Griffin,
and Devita Bishundat
6 Black Women, Curriculum Design, and the
Subject of Disidentification
By Maria del Guadalupe Davidson
7 Transgressing Curriculum Boundaries
By Nichole Guillory
8 Curriculum as Community Building, Liberation, Resistance
and Empowerment: Reflections from Fifteen Years of Teaching
by Bridget Turner Kelly
9 De donde tu eres: Pedagogies of a Puerto Rican Academic
By Mirelsie Velazquez
10 In the Space Between Argo and Shahs of Sunset is
Where I Teach
By Roksana Alavi
11 Teaching to Transgress: Africana Studies as a Support for
Black Student Activism by Danielle Wallace
List of Contributors
Index
Biography
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.
