Here are some suggestions and resources for faculty at SJSU. 
The article describes the engaged pedagogy of cultural critic and scholar bell hooks in the context of the experiences that the author gained from a group of African American pre-service teachers in a social foundations course. It provides an overview of critical race feminism, which acknowledges the importance of storytelling and addresses the intersections of gender and race, and explains its significance to preparing African American pre-service teachers. It concludes with a discourse on engaged pedagogy from a critical feminist perspective which enables teacher educators to support the lived experiences of students who are socially marginalized.
Discusses the utilization of cultural identity and cultural experience of students as central referents in knowledge production by teacher-educators in the U.S. Role of autobiographies in knowledge construction; Information on engaged pedagogy; Reasons behind a few number of women of color who choose teaching as a profession; Advantages of knowing the cultural identity and experiences of students.
An introduction to the journal is presented which the editor discusses an article on critical race feminism by Venus E. Evans-Winters and Jennifer Esposito, a report on critical race theory and critical pedagogy and a review of literature on the educational experiences of Latinas and Latinos in the U.S.
The article discusses cultural identity, experience, and gap, along with the connections of critical race theory (CRT) and critical race feminism (CRF) with cultural identity and experience. Topics include the definition of cultural experience, the identity of African American educators, and the cultural gap experienced by African American students.
There has been much critique of globalization now circulating in curriculum studies both nationally, in the United States, and internationally, helps us understand some of the lethal effects of globalization. Nevertheless, little of such critique is grounded in a strong commitment to work beyond the Western epistemological perimeter. While we, as reconceptualists in curriculum studies, acknowledge the necessity to honor the multiple sources and perspectives of knowledge, we continue to operate in spaces and with intentions embedded in globalized, traditional notions of curriculum. This problem is especially heightened for socially marginalized learners, particularly Black/African American learners.
In this article, I will articulate the influence of Africana studies in curriculum theory as a counter-western narrative for social justice. In doing so, I will articulate the ways in which Africana Studies provide underlying philosophies to reconceptualist notions of curriculum theory. I will begin with a definition and brief history of Africana studies in westernized/U.S. context. Following this, I will provide an outline of curriculum theory, focusing on reconceptualists’ notion of curriculum theory. Next, I will articulate the method by which I chose to focus on the three Black scholars --- DuBois, Woodson, and Davis --- highlighted in this work and discuss the work of these Africana studies’ scholars and the ways in which their work is related to and, potentially, influential in reconceptualists’ curriculum theory. Finally, this work will conclude with the ways in which such influences provide a counter-western narrative for social justice, particularly for westernized educational spaces.
This poetry/paper article is a re-accounting, a poetic counterstory in curriculum, of the praxis of an African American female teacher-educator working against internalized notions of curriculum as standards by re-imagining curriculum through the lives of third grade students and her teacher education colleagues. Using critical race feminism (Berry, 2010; Berry & Mizelle, 2006; Wing, 2003) as her framework, the author will describe how she moves curriculum from internalized to connected, collective, and introspective. The author will provide her rationale for the necessity of such movements in curriculum and will conclude the paper with a discussion about the possibilities that exist in such re-imagination.
The work and words presented are a reflection of the multidimensionality of two critical race scholars and their engagement with the work of Dr. William H. Watkins, specifically his seminal text The White Architects of Black Education: Ideology and Power, 1865-1954. This work will be framed similarly to the way Watkins framed his chapter on General Samuel Chapman Armstrong in this work. Our story, a critical auto-ethnographic narrative, will begin with a discussion of the historical context that frames the relationship we have with Watkins and the relationship we have with General Samuel Chapman Armstrong and Hampton Institute. Next, this work will provide a description of critical auto-ethnography and narrative inquiry as independent research approaches that are combined for the purpose of this work. The work will continue with a discussion about the purpose of knowledge for Blacks at Hampton, the culture of the Hampton experience, and the role of politics, race, and education manifested in Watkins’ work and through our personal narratives. The work will conclude with a positionality statement that summarizes the work in the context of our present voices and the absent yet ever-present voice of Dr. William H. Watkins.
