Eghosa Obaizamomwan-Hamilton
Biographic Data
| ID | 5429487 |
|---|---|
| NAME | Eghosa Obaizamomwan-Hamilton |
| GIVEN NAMES | Eghosa |
| FAMILY NAME | Obaizamomwan-Hamilton |
| SIGNATURE | OBAIZAMOMWAN-HAMILTON E |
| AFFILIATIONS | University of San Francisco |
| ORCID | 0009-0004-6189-6418 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pivot Pedagogy: Stepping Through, Around, and Beyond the Permanence of Anti-Blackness from the WNBA to the Classroom
Both the WNBA and education are indebted to Black women, yet their contributions are obfuscated in botharenas. Women’s basketball is a key site where structural and cultural violence are inherent to, and reproduced through, socially constructed systems ofinequality, making it a theoretical space to understand Black women’s experiences broadly and more specifically how Black women educators navigateanti-Black worlds. This shared playbook of inters…
We be audacious: Blackgirlwomen educators making space where there ain’t none, being subversive & staying black
As Black women educators, we argue that for us to be audacious, we had to embody our ancestors’ boldness amid oppression and use our intersectional strengths to disrupt systemic barriers. Guided by the frameworks of Afropessimism and Afrofuturism, we argue that audacity is a mechanism that insists our existence into the future. We introduce Fugitive Blackgirlwoman Duoautoethnography to refute the imposed marginalization of Black women. We argue t…
We out here: Remixing student engagement in education via black women’s hip-hop narratives featuring rapsody’s album eve
Hip-hop pedagogy as a form of literacy has proven to be an asset in secondary education that challenges traditional paradigms. This paper explores the impact of centering the narratives/interior lives of Black women in hip-hop on students’ reading comprehension, media literacy, and writing in the authors’ classroom. As an extension of hip-hop pedagogy/feminism, the author engages Black women’s hip-hop narratives (BWHN) to more incisively analyze …
We Will Not Walk Through Rotten Orchards: Abolition and (Re)nourishing the Soil of Black Communities Through Insulated Praxis in Education
During a time of racial unrest and attention to social justice, Black communities are developing a deeper understanding of prevailing systemic flaws in policing, policies, and education.There are movements within the Black community toward rebuilding systems constructed to subjugate.While much of the existing research focuses on ways to reform or refine these systems, my concept of insulated praxis seeks to create institutions within Black commun…
I Am My Hair: A Black Woman Educator’s Autoethnography of Oppression and Liberation Through Schooling, Bantu Knots, Box Braids, Locs, and a Press
In this Voices: Reflective Accounts of Education essay, Eghosa Obaizamomwan-Hamilton argues that for her, and for many Black women, hair is integral to her identity. She situates her knowledge and theorizing in her own body and uses her hair as a way to conceptualize her experiences as a secondary teacher in the anti-Black space of education. Employing what she calls the Bantu Knot Theory, she looks at her hair identity across time to weave toget…
Femmenoir pedagogies: Rescripting the reproduction of Black women’s marginalization in education
Many Black educators have left the profession, a trend often linked to Black fatigue . This study presents findings from qualitative data seeking to understand how Black women STEM educators who stay, respond to the inherently antiblack nature of schooling . Participants of this study illuminate unique and creative approaches to effectively navigate racism and sexism while teaching within the constraints of the educational apparatus. Based on the…
We See You: A Co-Constructed Autoethnography of Black Women Educators Subverting Carcerality in Community with Black Students
This study examines the school experiences of Black students and the perceived impact that we (the researchers) as Black women educators have had on these experiences. We conducted a series of focus groups with thirty-four former and current students, all of whom identify as Black. Our questions centered around various aspects of the students' high school experiences, specifically as they related to their reflections on their relationships with B…
We are transformers: On being black, women, and pedagogues
Through subversive teaching and learning methods, Black women educators have always been trailblazers and pioneers, creating space for Black students to thrive. This article provides a critical analysis of the liberatory and pedagogical prowess of Black women educators by showing them as Transformers with the ability to create, transmit, and initiate substantial, profound, and fundamental change. Black women’s liberatory practices are recognized …
We See You: A Co-Constructed Autoethnography of Black Women Educators Subverting Carcerality in Community with Black Students
This study examines the school experiences of Black students and the perceived impact that we (the researchers) as Black women educators have had on these experiences. We conducted a series of focus groups with thirty-four former and current students, all of whom identify as Black. Our questions centered around various aspects of the students' high school experiences, specifically as they related to their reflections on their relationships with B…
We are transformers: On being black, women, and pedagogues
Through subversive teaching and learning methods, Black women educators have always been trailblazers and pioneers, creating space for Black students to thrive. This article provides a critical analysis of the liberatory and pedagogical prowess of Black women educators by showing them as Transformers with the ability to create, transmit, and initiate substantial, profound, and fundamental change. Black women’s liberatory practices are recognized …
We Will Not Walk Through Rotten Orchards: Abolition and (Re)nourishing the Soil of Black Communities Through Insulated Praxis in Education
During a time of racial unrest and attention to social justice, Black communities are developing a deeper understanding of prevailing systemic flaws in policing, policies, and education.There are movements within the Black community toward rebuilding systems constructed to subjugate.While much of the existing research focuses on ways to reform or refine these systems, my concept of insulated praxis seeks to create institutions within Black commun…
I Am My Hair: A Black Woman Educator’s Autoethnography of Oppression and Liberation Through Schooling, Bantu Knots, Box Braids, Locs, and a Press
In this Voices: Reflective Accounts of Education essay, Eghosa Obaizamomwan-Hamilton argues that for her, and for many Black women, hair is integral to her identity. She situates her knowledge and theorizing in her own body and uses her hair as a way to conceptualize her experiences as a secondary teacher in the anti-Black space of education. Employing what she calls the Bantu Knot Theory, she looks at her hair identity across time to weave toget…
Femmenoir pedagogies: Rescripting the reproduction of Black women’s marginalization in education
Many Black educators have left the profession, a trend often linked to Black fatigue . This study presents findings from qualitative data seeking to understand how Black women STEM educators who stay, respond to the inherently antiblack nature of schooling . Participants of this study illuminate unique and creative approaches to effectively navigate racism and sexism while teaching within the constraints of the educational apparatus. Based on the…
We See You: A Co-Constructed Autoethnography of Black Women Educators Subverting Carcerality in Community with Black Students
This study examines the school experiences of Black students and the perceived impact that we (the researchers) as Black women educators have had on these experiences. We conducted a series of focus groups with thirty-four former and current students, all of whom identify as Black. Our questions centered around various aspects of the students' high school experiences, specifically as they related to their reflections on their relationships with B…
Pivot Pedagogy: Stepping Through, Around, and Beyond the Permanence of Anti-Blackness from the WNBA to the Classroom
Both the WNBA and education are indebted to Black women, yet their contributions are obfuscated in botharenas. Women’s basketball is a key site where structural and cultural violence are inherent to, and reproduced through, socially constructed systems ofinequality, making it a theoretical space to understand Black women’s experiences broadly and more specifically how Black women educators navigateanti-Black worlds. This shared playbook of inters…
We be audacious: Blackgirlwomen educators making space where there ain’t none, being subversive & staying black
As Black women educators, we argue that for us to be audacious, we had to embody our ancestors’ boldness amid oppression and use our intersectional strengths to disrupt systemic barriers. Guided by the frameworks of Afropessimism and Afrofuturism, we argue that audacity is a mechanism that insists our existence into the future. We introduce Fugitive Blackgirlwoman Duoautoethnography to refute the imposed marginalization of Black women. We argue t…
We out here: Remixing student engagement in education via black women’s hip-hop narratives featuring rapsody’s album eve
Hip-hop pedagogy as a form of literacy has proven to be an asset in secondary education that challenges traditional paradigms. This paper explores the impact of centering the narratives/interior lives of Black women in hip-hop on students’ reading comprehension, media literacy, and writing in the authors’ classroom. As an extension of hip-hop pedagogy/feminism, the author engages Black women’s hip-hop narratives (BWHN) to more incisively analyze …
Critical Race Theory in Education (8 works) · Gender Studies (5 works) · Sociology (5 works) · Autoethnography (3 works) · Black women (3 works) · Critical and Liberation Pedagogy (3 works) · Intersectionality (3 works) · Pedagogy (3 works) · Political science (3 works) · Racism (3 works)