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The Power of Unapologetically Centering Black Girls and Women in the Curriculum
Abstract
The experiences of Black girls and women in the U.S. educational system are unique. However, these experiences are treated as additive when teaching the history of U.S. education and those who contributed to its development. When centering the theme of humanizing teaching and classroom experiences, faculty must consider how everything from their course content, readings, assignments, and classroom structure potentially hinder students from seeing themselves represented in the discussion. Using the development of a graduate course, Black Girls and Women in Education, as an example, the authors reflect on and explore how the creation of this course fostered new levels of awareness and provided a safe space for much needed reflection related to gender and racial identity development.Graduate student reflections from the course and reflective questions for instructors are shared to demonstrate the humanizing nature of the course and the chapter concludes with recommendations for faculty to consider when developing courses that are intended to be humanizing and culturally responsive.
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