Refusing Anti-Blackness in Curriculum Studies: Curricular Confrontations in “the Wake”

Session Type: Symposium

Abstract

Germinating from Christina Sharpe’s (2016) metaphorical rendering of blackness in “the wake,” or “the conceptual frame of and for living blackness in the diaspora in the still unfolding aftermaths of Atlantic chattel slavery” (pp. 13-14), this symposium aims to inquire into, illuminate, and interrogate the role of curriculum studies within education in the wake, where Black existence is configured as paradoxical. The four research-informed perspectives wrestle with Black curricular confrontations in the wake including: resisting symbolic violence in public school curriculum, Black-centric antiracist teacher pedagogies, the interwoven social locations of race and language, and centralizing queer Black femme/non-binary experiences within curriculum studies conversations.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 6: Decolonization and the Next Hundred Years (The Desires of Curriculum)

Chair

• Justin Avery Coles, Fordham Graduate School of Education

Papers

• "We Know This Not Our Environment": Black Youth Literacies Resisting (Symbolically) Violent Curricular Sites - Justin Avery Coles, Fordham Graduate School of Education

• The Pedagogical Provocateur: Portrait of an Antiracist Teacher Educator's "Real Black" Curriculum and Pedagogy - Esther Oganda Ohito, Mills College

• The Politics of Ratchetness: Existing While Black Within and Beyond the Classroom - Jamila Lyiscott, University of Massachusetts – Amherst

• And What of Antiblackness(es)? A Black Feminist "Quares" the Record - Fahima I. Ife, Louisiana State University

Discussant

• Michael J. Dumas, University of California - Berkeley