Traversing the Affective Terrain of Black Feminist Pedagogy in Social Justice Teacher Education

• In Event: Millennium Hotel Roundtable Session 16
  In Roundtable Session: Racing Minds: Curriculum Scholars Making Sense of Race, Gender, and Pedagogies of Justice

Abstract

In this paper, we explore the utility of Black feminist pedagogy for the project of social justice teacher education. We use duoethnography as methodology to interrogate affectively-charged pedagogical encounters from our lived experiences as two university-based Black feminist teacher educators with commitments to transformative (pre-service) teacher education. We highlight what these encounters reveal about the dreams and possibilities of creating teacher education classroom spaces that are informed by overtly political aims. Our data indicate that our enactment(s) of Black feminist pedagogy 1) demanded emotional labor from both pedagogues and pre-service teachers; 2) provoked engagement with lived experience in ways that were simultaneously emotionally freeing for some pre-service teachers, and constricting for others. We conclude with implications for praxis.

Authors

• Esther Oganda Ohito, Mills College

• Tiffany M Nyachae, Buffalo State - SUNY