Race, Gender, and Curriculum Theorizing

In this exhilarating volume. . . . womanist thinkers and scholar activists invent poetics of justice through their life writing; honor the diversities, contradictions, and complexities of knowledge, power, and difference; and transgress the epistemological, ontological, and axiological boundaries to illuminate how a recognition of Black women as living texts shatters ‘imperialist White supremacist capitalist patriarchy,’ decolonizes space and place, and cultivates generations of emergent women of color scholar activists to become the light in troubling times. -- Ming Fang He, Georgia Southern University
This collection challenges readers to bring the intellect of a new generation to bear upon questions of subjectivity, storytelling, place, and what it means to deal in raced-womanisms in this ‘moment of our now.’ . . . At the crossroads of Black curriculum orientations and feminist thought—trying to find room to think amidst the violence on black (disciplinary) bodies—these chapters are inspiration for progressive political strategies and therapy for what curriculum studies might call an era without light. -- Erik L. Malewski, Kennesaw State University
The editors and contributors of this volume confront the curriculum question—what knowledge is of most worth?—by embedding it within black history and lived experience, tracing inspirational black intellectual genealogies. Historically compelling, autobiographically searing, poetically powerful: this theoretically commanding collection is a canonical contribution everyone must study. -- William F. Pinar, University of British Columbia