Black wo/mxnist praxis interventions
Toward a more democratic education
Bibliographic Data
| ID | 21747235 |
|---|---|
| Authors | Erica J P Wrencher (Educational Leadership and Cultural Foundations, University of North Carolina), Erica Wrencher (University of North Carolina at Greensboro, corresponding author), Kendra Nicole Bryant Aya (University of North Carolina at Greensboro), Jasmine T Getrouw (University of North Carolina at Greensboro), Nodia Mena (University of North Carolina at Greensboro), J D Ferguson (0000-0003-3644-8491, University of North Carolina at Greensboro), Josette Ferguson (Educational Leadership and Cultural Foundations, University of North Carolina) |
| Year | 2025 |
| Volume | 22 |
| Issue | 4 |
| Pages | 853-860 |
| Publication date | 2025-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2025.2474543 |
| OpenAlex | W4408510576 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
In this article, five Black wo/mxnist authors offer teachers ideas toward advancing classroom democracy through the lens and in the spirit of Walker’s Womanism: the first section ideates curricular re-considerations, while the second advocates for nontraditional classroom spaces. Although we are collectively writing, each section is written by an individual contributor, thus honoring our multiple voices and classroom practices. As Black wo/mxn who have survived through, although scathed by, what Bettina Love calls the “educational survival complex,” our suggested ideas and practices are especially for Black students for whom the bell, too, tolls
Democracy · Pedagogy · Political science · Politics · Praxis · Psychological intervention · Sociology · Critical Race Theory in Education · Gender Studies · Global Educational Policies and Reforms · Law · Psychology · School Choice and Performance
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |