“Nobody Can Teach Our Kids Like We Can”: As Sistas Remember

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Feminist Perspectives on Learning as Resistance, Black Educator Identity, and Mothering (Table 2)

Abstract

Black women educators, as only 7% of the workforce, serve as examples of the underrepresentation of the United States public school systems. Black women educators often face systemic challenges that play a critical role in shaping those experiences in K-12. The purpose of this study is to examine the critical aspects of educational spaces by exploring their impact on Black women. Currere is a reconceptualized approach to curriculum theory by William Pinar (1975/1995) that highlights the living experiences of individuals through four reflexive phases: regressive, progressive, analytical, and synthetic. Each phase positions the individuals to locate themselves and their experiences through an autobiographical/biographical inquiry to tell their own story by (re)membering (Dillard, 2016) while seeking answers to their educational identities.

Author

• Chelsea L. Murry, Louisiana State University