(Re)Membering Ghana: Transforming African American Women Educators' Perspectives, Cultural Knowledges, and Practices

• In Event: Marriott Roundtable Session 23
  In Roundtable Session: Grounding the "Natural" Boundaries of Curriculum

Abstract

The objective of this paper is to highlight how African thought and representations provide a transformative space and capacity for knowledge production, curriculum development and social action for African American women educators. Through qualitative inquiry in Ghana and the US, we found that heritage and cultural connections deeply impacted preK–12 teaching, higher education practices and/or research for Black women educators. Since Black women teachers have been at the forefront of ongoing struggles for relevant education for African American children (Collins, 2009; Love, 2019), this study suggests that through connecting their identities, histories and culture to both Africa and America, critical healing, intellectual possibilities and increased capacity for culturally relevant practices are available to them and their students.

Author

• Cynthia B. Dillard, SEATTLE UNIVERSITY