Teaching and Learning Philosophical “Special” Topics: Black Feminism and Intersectionality

Kathryn T. Gines, A. Marie Ranjbar, Edward O'Byrn, Eyo Ewara, William Paris

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter considers Black women’s pedagogies, including my approach to teaching a philosophy graduate seminar on “Black Feminism and Intersectionality,” along with lessons and insights gleaned from the course readings. We archive our experience, arguing that this course was distinctly transformative because we could, in Michele Russell’s words, “evoke and evaluate our collective memory of what is done to us, and what we do in turn.” This experience was shaped by the unique class dynamics created by demographics (our races, genders, sexual orientations, nationalities, etc. mattered for us) coupled with my pedagogical practices—the structure (student-led discussion), content (readings), and the intentional cultivation of an affirming community. Each co-author writes from her/his unique standpoint while remaining attentive to these guiding threads and themes interwoven throughout.
Original languageEnglish (US)
Title of host publicationBlack Women's Liberatory Pedagogies
Subtitle of host publicationResistance, Transformation, and Healing Within and Beyond the Academy
EditorsOlivia N Perlow, Durene I Wheeler, Sharon L Bethea, BarBara M Scott
PublisherPalgrave Macmillan
Pages143-158
Number of pages16
ISBN (Electronic)9783319657899
ISBN (Print)9783319657882, 9783319881065
DOIs
StatePublished - Nov 27 2017
Externally publishedYes

Keywords

  • Black Feminism
  • Metabolic Readings
  • Affirming Community
  • Graduate Seminar
  • Black Women

ASJC Scopus subject areas

  • Social Sciences(all)

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