Intersectionality Pedagogy: Centering Black Women's Knowledges, Voices, and Lives in Teaching and Learning

被引：0

作者：

Haynes, Chayla ^{[1
]}

Patton, Lori D. ^{[2
,4
]}

Joseph, Nicole M. ^{[3
]}

机构：

[1] Texas A&M Univ, Dept Educ Adm & Human Resource Dev, Higher Educ Adm, 543 Harrington Off Bldg,4226 TAMU, College Stn, TX 77845 USA

[2] Ohio State Univ, Columbus, OH USA

[3] Vanderbilt Univ, Dept Teaching & Learning, Math & Sci Educ, Nashville, TN USA

[4] Univ Calif Los Angeles, Los Angeles, CA USA

来源：

QUALITATIVE INQUIRY | 2025年 / 31卷 / 07期

关键词：

me-search; intersectionality; Black women; faculty; teaching; learning; curriculum; pedagogy;

D O I：

10.1177/10778004241269834

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

Intersectionality is a perspective that brings visibility to how Black women are relegated to the margins of the university curriculum, if included at all. With this article, we extend our research on intersectionality methodology to explore intersectionality pedagogy (IP) and the significance of centering Black women's experiences in teaching and learning processes as one form of me-search. IP serves as the framing to build on the legacy of bell hooks and bring Black women, our knowledges and lived experiences from the margins of society to the center of pedagogical praxis.

引用

页码：727 / 737

页数：11

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