Pilgrimage as Pedagogy: Leveraging Cultural Experiences to Foster Research, Remedy, and Repair in Education

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Teacher Learning and Learning to Teach (Table 9)

Abstract

This study investigates how immersive cultural experiences, such as a pilgrimage to Ghana, can serve as powerful pedagogical tools for remedying and repairing educational practices. By examining the impact of the African Diaspora and the transatlantic slave trade through direct cultural engagement, this study highlights the potential for healing and equity in education (Dillard, 2020; Ginwright, 2016). Utilizing Endarkened Feminist Epistemology, it explores how Black women educators' experiences can inform curricula that embrace cultural heritage, traditions, and histories. The presentation offers a framework for incorporating themes of cultural rejuvenation, community, personal growth, and socio-economic observations into education, fostering a more inclusive and empathetic learning environment (Baker-Bell, 2020; Dillard, 2020; Ladson-Billings, 2021; Morris, 2022; Patton et al., 2023).

Authors

• Angela Crawford, The School District of Philadelphia

• Quinci Bone't Teer, Cleveland State University