Refusing curriculum as a space of death for Black female subjects: A Black feminist reparative reading of Jamaica Kincaid's “Girl”

Ohito, Esther O.

doi:10.1080/03626784.2016.1236658

Cited by 16 publications

(10 citation statements)

References 20 publications

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“…Girls and women of color will always make spaces for themselves. They will always engage in pedagogies that refuse the racist and sexist structures that can warp school-sponsored pedagogies into violent and destructive tools of oppression (Ohito, 2016). They have proven this over and over throughout history as they've developed formal and informal advocacy groups, art and writing collectives, and spaces of healing.…”

Section: Resultsmentioning

confidence: 99%

Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting

Player¹

2019

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This article investigates how playwriting served three middle school Black girls within a larger practitioner research study seeking to better understand the literate practices of girls of color. It delves into the ways that playwriting provided the girls in an afterschool writing club opportunities to explore both their knowledge and ways of knowing, rooted in their cultural, gendered, and racialized experiences, and, in turn, share these with others, within an academic setting. It points to the necessity for creating writing pedagogies that celebrate experiential, cultural, emotional, and relational knowledge, using playwriting as an example.

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Section: Resultsmentioning

confidence: 99%

Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting

Player¹

2019

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“…In Kenya, legacies of colonialism shape/d nearly every aspect of social/political life. These legacies were pronounced in my schooling, where for years, I memorized trivia about members of the British monarchy while learning nothing of Gor Mahia, Luanda Magere, and other warriors who walked among my people, the Luos (National Museums of Kenya, n.d.; Ohito, 2016). Observing Western(ers’) responses to COVID-19 reminded me that for Black people, necropolitics—the sociopolitical sorting of people into two categories: those deemed worthy of life (those who may live) and those marked for death (those who must die)—are both woven into and invisibilized in everyday Black life.…”

Section: Curriculum Mapping In Theory and Practicementioning

confidence: 99%

This Moment is the Curriculum: Equity, Inclusion, and Collectivist Critical Curriculum Mapping for Study Abroad Programs in the COVID-19 Era

Ohito

Lyiscott

Green

et al. 2020

Journal of Experiential Education

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Background: This article explores critical curriculum mapping in experiential education through immersive travel or Study Abroad Programs (SAPs). Purpose: The tetrad of authors theorizes then models the practice of criticality in curriculum mapping for SAPs. Methodology/Approach: Using Black feminist thought as a theoretical moor and dialogue and reflexive narrative as methods, authors present a curriculum mapping framework that is berthed to collective knowledge of how Black women in the African diaspora make meaning of lived experience to survive a perpetually precarious world. Findings/Conclusions: The framework exemplifies an epistemological alternative to dominant individualistic Euro/American approaches to curriculum mapping. Such approaches privilege predictability and linearity, contributing to the low participation of collectivist-oriented Black, Indigenous, and People of Color (BIPOC) students in SAPs. Implications: A collectivist critical orientation to curriculum mapping may, therefore, be useful for (a) epistemologically diversifying curricular responsiveness (with implications for teaching and learning in the unpredictable chaos of the current COVID-19 moment) and (b) addressing enduring issues of equity and inclusion in SAPs.

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“…Some spaces are unknown (and shall remain unknown), but should be used in classrooms. Through a Black feminist reading of Jamaica Kincaid’s “Girl,” Ohito (2016) brings attention to Black girl texts that can be incorporated into ELA classrooms. She asserts that Kincaid’s short story decenters the Western world and “confirms that other worlds beyond that which is governed by Man are not only present but also possible” (p. 450).…”

Section: Black Girls Navigating Practicesmentioning

confidence: 99%

Black Girl Cartography: Black Girlhood and Place-Making in Education Research

Butler

2018

Review of Research in Education

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Drawing on research in education, Black Girlhood studies, and conversations connected to girlhood and cartography, this chapter calls for transdisciplinary analyses of Black girls' sociocultural and geopolitical locations in education research. In reviewing education research documenting the practices and interrogating the experiences of Black girls, I propose the framework of Black Girl Cartography. In addition to an analysis of education research, I offer a series of theoretical and methodological openings for transformative and liberatory work grounded in Black Girl knowledge and practices. BlaCk GiRl CaRToGRaPhiEs "Intersectional Black feminism," or intersectionality rooted in Black feminist practices and theories (Blige, 2010, 2013; Carastathis, 2014; Collins, 2000), names the multiple axes of difference and makes clear how equitable and ethical interventions should be conceived. In other words, since Black women experience oppressions along the lines of space, place, race, gender, sexuality, and class, liberation should be imagined along those same lines. For example, in 1990, eight teenagers raped and murdered Harbour, a 26-year-old Black woman who was also a mother in Dorchester, Massachusetts (Crenshaw, 1991). Kimberlé Crenshaw (1991) discusses the ways that Harbour's story did not draw as much media attention as White women who were assaulted or reported missing that year. Yet there was little discussion about the interplay of patriarchy, misogyny, and the structural inequities that shaped Dorchester into a dangerous location for young women of color. How might the impending gentrification of the historically poor neighborhood transform it into a place of violence against Black female bodies, and the erasure of said violence? Similar questions can be asked of Baltimore, Maryland (Alphonza Watson

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Refusing curriculum as a space of death for Black female subjects: A Black feminist reparative reading of Jamaica Kincaid's “Girl”

Cited by 16 publications

References 20 publications

Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting

Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting

This Moment is the Curriculum: Equity, Inclusion, and Collectivist Critical Curriculum Mapping for Study Abroad Programs in the COVID-19 Era

Black Girl Cartography: Black Girlhood and Place-Making in Education Research

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