| Popis: |
Curriculum matters! In the process of teaching and learning, there is a seductive dance going on. Curriculum in social, political, and cultural space can make or break, conform and transform the individual into subject or object. To this end, an examination of such curricula is crucial to the “complicated conversations” (Pinar, 2012) in which we endeavor to engage. This autobiographical study examines critical educational moments in schooling and non-schooling contexts. Specifically, I conceptualize the tensions between planned and lived curricula and use Black Feminist Theory as a way to intervene and disrupt curricular patterns and practices. Additionally, I seek to understand the ways in which curricula sought to conform and deform, as well as inform and transform me. In this way, I reimagine ways of teaching and learning as spiritual and theoretical practices toward justice (Baszile, 2017; Dillard, 2012). Using Critical race feminist currere (Baszile, 2017), a kind of currere, allows for the shift to curriculum as understanding for people of color, Black women and girls in particular. The critical moments around schooling, education, and the curriculum brings to bear the historical relationships between Carter G. Woodson’s notion of miseducation, the crisis of schooling and non-schooling for Black girls and Women, and how Endarkened/Black Feminist ways of knowing disrupt and intervene in the discussion of knowledge creation and production. The primary research question that guides this study is: How does an educator educate in the midst of her own miseducation? The study is significant for educators, especially teachers, as a model to examine their own relationships with education and explore their own currerian journeys as pathways to understanding, empathy, and teacher compassion. |
