Kirsten T Edwards
Biographic Data
| ID | 362181 |
|---|---|
| NAME | Kirsten T Edwards |
| GIVEN NAMES | Kirsten T |
| FAMILY NAME | Edwards |
| SIGNATURE | EDWARDS K T |
| AFFILIATIONS | University of Oklahoma |
| ORCID | 0000-0003-1761-7675 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 78 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Queer Misfits
Antiblackness as Global Aspiration? Centering Black Studies in Global Higher Education Research
Although education researchers have increased attention to the study of antib lackness, particularly within schools and national boundaries, how antiblackness impacts transnational phenomena within the higher education (HE) field remains undertheorized. As such, this conceptual article introduces the “antiblackness as global aspiration” heuristic and applies it to one cogent example: Sino-African relations in HE. The heuristic highlights two feat…
Venus in the Unvisible
Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of internatio…
Plantation Politics
NotesDisclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The non-event of emancipation (Hartman, Citation1997) is a way of naming the nonarrival of Black freedom and to see the ways enslavement reenacts and reemerges in structural violences against Black people.2 Following the practice of Kimberlé Crenshaw, I capitalize "Black" as it refers to a cultural group. Conversely, "white" does not refer to a specifi…
“Decolonizing” Curriculum and Pedagogy
Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, a…
Whiteness as futurity and globalization of higher education
Lessons on love in collaboration
This article illuminates our spiritual journey, as Black and Brown scholars, to globalize and further temporalize the discussion of whiteness in the field of higher education. By employing the spiritual ontoepistemologies of communities of color, we recount our journey in developing a critical race temporal heuristic, Whiteness as Futurity (Shahjahan & Edwards, 2022). We illuminate the three lessons we learned on this path: (1) trust in multiple …
Navigating student resistance towards decolonizing curriculum and pedagogy (DCP)
A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) st…
Melanated minds and diasporic bodies
While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the “Other” without, and largely opposed to, meaningful examinations of the self. The present study is a critical exploration of a study abroad program created by Black women for students of African d…
Historically White Universities and Plantation Politics
In this article, the authors argue that U.S. colleges and universities must grapple with persistent engagements of Black bodies as property. Engaging the research and scholarship on Black faculty, staff, and students, we explain how theorizations of settler colonialism and anti-Blackness (re)interpret the arrangement between historically White universities and Black people. The authors contend that a particular political agenda that engages the B…
When, where, and why we enter
For people of color have always theorized – but in forms quite different from the Western form of abstract logic. And I am inclined to say that our theorizing (and I intentionally use the verb and
Curriculum homeplacing as complicated conversation
Through personal and dialogical narratives, we explore the ways Black women mentors (do not) reveal to their mentees their lived-experiences and the personal pain associated with the pursuit of careers in higher education; how and why their narratives of pain and pursuit are negotiated, sanctioned, and/or strategically altered; and the impact these decisions have on the development of Black women graduate students. Drawing on hooks’ notions of ‘i…
College teaching on sacred ground
This study examines the perceptions and ideals of Black women faculty in the US who self-identify as possessing strong faith commitments within a Judeo-Christian denomination. The study considers the influence religio-spirituality has on their perceptions of pedagogy and student engagement. There are four major findings that emerged in this study, organized within two veins: (1) Religio-spiritual educator ideal as a guide for ways of being and te…
After Trayvon
This discussion among a community at the University of Oklahoma came from work presented at an event called 'After Trayvon.' Several issues about social justice, African-American bodies, the experience of microagressions, the role and responsibility of local police, and the critical roles of history and the media were discussed in a forum with the public
Christianity as Anti-Colonial Resistance
Using post-colonial studies, this article considers the ways that Black Christian faith traditions enacted within The Black Church can be seen as a site of anti-colonial resistance. Further, the author argues that by framing the Christian religion (in all contexts) as fundamentally a tool of oppression, academicians are effectively missing the multiple and profound ways the Christian faith has been deployed for decolonizing and liberatory agendas…
Cold Hit Complacency
The use of DNA profiles stored on a computer database to investigate and solve crime is one of the most significant, and apparently successful, innovations in the criminal justice system but still it has numerous potential weaknesses such as the danger that the statistical significance of a DNA match can be over stated, the multitude of possible errors that can arise during laboratory analysis and data entry. DNA database evidence has the potenti…
Historically White Universities and Plantation Politics
In this article, the authors argue that U.S. colleges and universities must grapple with persistent engagements of Black bodies as property. Engaging the research and scholarship on Black faculty, staff, and students, we explain how theorizations of settler colonialism and anti-Blackness (re)interpret the arrangement between historically White universities and Black people. The authors contend that a particular political agenda that engages the B…
Christianity as Anti-Colonial Resistance
Using post-colonial studies, this article considers the ways that Black Christian faith traditions enacted within The Black Church can be seen as a site of anti-colonial resistance. Further, the author argues that by framing the Christian religion (in all contexts) as fundamentally a tool of oppression, academicians are effectively missing the multiple and profound ways the Christian faith has been deployed for decolonizing and liberatory agendas…
Antiblackness as Global Aspiration? Centering Black Studies in Global Higher Education Research
Although education researchers have increased attention to the study of antib lackness, particularly within schools and national boundaries, how antiblackness impacts transnational phenomena within the higher education (HE) field remains undertheorized. As such, this conceptual article introduces the “antiblackness as global aspiration” heuristic and applies it to one cogent example: Sino-African relations in HE. The heuristic highlights two feat…
Venus in the Unvisible
Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of internatio…
Curriculum homeplacing as complicated conversation
Through personal and dialogical narratives, we explore the ways Black women mentors (do not) reveal to their mentees their lived-experiences and the personal pain associated with the pursuit of careers in higher education; how and why their narratives of pain and pursuit are negotiated, sanctioned, and/or strategically altered; and the impact these decisions have on the development of Black women graduate students. Drawing on hooks’ notions of ‘i…
Queer Misfits
Plantation Politics
NotesDisclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The non-event of emancipation (Hartman, Citation1997) is a way of naming the nonarrival of Black freedom and to see the ways enslavement reenacts and reemerges in structural violences against Black people.2 Following the practice of Kimberlé Crenshaw, I capitalize "Black" as it refers to a cultural group. Conversely, "white" does not refer to a specifi…
Melanated minds and diasporic bodies
While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the “Other” without, and largely opposed to, meaningful examinations of the self. The present study is a critical exploration of a study abroad program created by Black women for students of African d…
When, where, and why we enter
For people of color have always theorized – but in forms quite different from the Western form of abstract logic. And I am inclined to say that our theorizing (and I intentionally use the verb and
College teaching on sacred ground
This study examines the perceptions and ideals of Black women faculty in the US who self-identify as possessing strong faith commitments within a Judeo-Christian denomination. The study considers the influence religio-spirituality has on their perceptions of pedagogy and student engagement. There are four major findings that emerged in this study, organized within two veins: (1) Religio-spiritual educator ideal as a guide for ways of being and te…
After Trayvon
This discussion among a community at the University of Oklahoma came from work presented at an event called 'After Trayvon.' Several issues about social justice, African-American bodies, the experience of microagressions, the role and responsibility of local police, and the critical roles of history and the media were discussed in a forum with the public
Cold Hit Complacency
The use of DNA profiles stored on a computer database to investigate and solve crime is one of the most significant, and apparently successful, innovations in the criminal justice system but still it has numerous potential weaknesses such as the danger that the statistical significance of a DNA match can be over stated, the multitude of possible errors that can arise during laboratory analysis and data entry. DNA database evidence has the potenti…
Christianity as Anti-Colonial Resistance
Using post-colonial studies, this article considers the ways that Black Christian faith traditions enacted within The Black Church can be seen as a site of anti-colonial resistance. Further, the author argues that by framing the Christian religion (in all contexts) as fundamentally a tool of oppression, academicians are effectively missing the multiple and profound ways the Christian faith has been deployed for decolonizing and liberatory agendas…
College teaching on sacred ground
This study examines the perceptions and ideals of Black women faculty in the US who self-identify as possessing strong faith commitments within a Judeo-Christian denomination. The study considers the influence religio-spirituality has on their perceptions of pedagogy and student engagement. There are four major findings that emerged in this study, organized within two veins: (1) Religio-spiritual educator ideal as a guide for ways of being and te…
After Trayvon
This discussion among a community at the University of Oklahoma came from work presented at an event called 'After Trayvon.' Several issues about social justice, African-American bodies, the experience of microagressions, the role and responsibility of local police, and the critical roles of history and the media were discussed in a forum with the public
When, where, and why we enter
For people of color have always theorized – but in forms quite different from the Western form of abstract logic. And I am inclined to say that our theorizing (and I intentionally use the verb and
Curriculum homeplacing as complicated conversation
Through personal and dialogical narratives, we explore the ways Black women mentors (do not) reveal to their mentees their lived-experiences and the personal pain associated with the pursuit of careers in higher education; how and why their narratives of pain and pursuit are negotiated, sanctioned, and/or strategically altered; and the impact these decisions have on the development of Black women graduate students. Drawing on hooks’ notions of ‘i…
Historically White Universities and Plantation Politics
In this article, the authors argue that U.S. colleges and universities must grapple with persistent engagements of Black bodies as property. Engaging the research and scholarship on Black faculty, staff, and students, we explain how theorizations of settler colonialism and anti-Blackness (re)interpret the arrangement between historically White universities and Black people. The authors contend that a particular political agenda that engages the B…
Melanated minds and diasporic bodies
While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the “Other” without, and largely opposed to, meaningful examinations of the self. The present study is a critical exploration of a study abroad program created by Black women for students of African d…
Navigating student resistance towards decolonizing curriculum and pedagogy (DCP)
A concerted attempt to offer a temporal lens (the way we make sense of and relate to time changes) underlying decolonizing pedagogy and curriculum (DCP) remains absent. Drawing on student resistance as an entry point, we offer a temporal account of DCP by unearthing the entanglements between past, present, and future underlying DCP enactments. We explore timescapes shaping DCP from three specific temporal perspectives on student resistance: a) st…
“Decolonizing” Curriculum and Pedagogy
Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, a…
Whiteness as futurity and globalization of higher education
Lessons on love in collaboration
This article illuminates our spiritual journey, as Black and Brown scholars, to globalize and further temporalize the discussion of whiteness in the field of higher education. By employing the spiritual ontoepistemologies of communities of color, we recount our journey in developing a critical race temporal heuristic, Whiteness as Futurity (Shahjahan & Edwards, 2022). We illuminate the three lessons we learned on this path: (1) trust in multiple …
Venus in the Unvisible
Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of internatio…
Plantation Politics
NotesDisclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The non-event of emancipation (Hartman, Citation1997) is a way of naming the nonarrival of Black freedom and to see the ways enslavement reenacts and reemerges in structural violences against Black people.2 Following the practice of Kimberlé Crenshaw, I capitalize "Black" as it refers to a cultural group. Conversely, "white" does not refer to a specifi…
Queer Misfits
Antiblackness as Global Aspiration? Centering Black Studies in Global Higher Education Research
Although education researchers have increased attention to the study of antib lackness, particularly within schools and national boundaries, how antiblackness impacts transnational phenomena within the higher education (HE) field remains undertheorized. As such, this conceptual article introduces the “antiblackness as global aspiration” heuristic and applies it to one cogent example: Sino-African relations in HE. The heuristic highlights two feat…
Sociology (14 works) · Political science (11 works) · Gender Studies (10 works) · Critical Race Theory in Education (9 works) · Gender Studies (8 works) · Pedagogy (8 works) · Global Education and Multiculturalism (6 works) · Law (6 works) · Psychology (6 works) · Higher education (5 works)