Intersectionality Pedagogy: Centering Black Women's Knowledges, Voices, and Lives in Teaching and Learning
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Texas A&M University, College Station, TX, USA, The Ohio State University, Vanderbilt University, Nashville, TN, USA |
| ANO | 2025 |
| TIPO | Artigo |
| PERIÓDICO | Qualitative Inquiry |
| ISSN | 1077-8004 |
| E-ISSN | 1552-7565 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/10778004241269834 |
| ADICIONADO EM | 2025-08-18 |
Resumo
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.