Lexington Books Race, Gender, and Curriculum Theorizing: Working in Womanish Ways (Race and Education in the Twenty-First Century)

Race, Gender, and Curriculum Theorizing: Working in Womanish Ways recognizes and represents the significance of Black feminist and womanist theorizing within curriculum theorizing. In this collection, a vibrant group of women of color who do curriculum work reflect on a Black feminist/womanist scholar, text, and/or concept, speaking to how it has both influenced and enriched their work as scholar-activists. Black feminist and womanist theorizing plays a dynamic role in the development of women of color in academia, and gets folded into our thinking and doing as scholar-activists who teach, write, profess, express, organize, engage community, educate, do curriculum theory, heal, and love in the struggle for a more just world. Review 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 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 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 About the Author Denise Taliaferro Baszile is associate professor of educational leadership and associate dean of Diversity and Student Experience at Miami University. Kirsten T. Edwards is assistant professor of educational leadership and policy studies and affiliate faculty for both women’s and gender studies and the Center for Social Justice at the University of Oklahoma. Nichole A. Guillory is associate professor of curriculum and instruction and interdisciplinary studies at Kennesaw State University.