Intersectionality Methodology Pedagogy: Black Women Graduate Students Make Meaning of Curriculum That Centers Them

• In Event: Hearing Their Voices: Learning From Graduate Students

Abstract

This study illuminates how intersectionality methodology pedagogy (IMP) functions as an intersectional intervention and methodological framework to examine both academic and public curricula. Courses that center Black women are limited at this predominantly white Texas research university, where only three courses existed previously across the curriculum about Black women. Study participants include the Black women graduate students enrolled in an Intersectionality course and a Black Girls on Campus course, two courses taught virtually and by the same Black women faculty member in Spring 2022. Our analysis unearths IMP-informed curricular interventions with the capacity to transform teaching, mentoring and research into political sites within the academic and public curricula for Black women’s liberation.

Authors

• Chayla Haynes Davison, Texas A&M University
  Presenting Author

• Briana Nelson, Texas A&M University
  Presenting Author