Living at the Margins: Black Feminist Pedagogy as Transformative Praxis During the 1980s-1990s and Epistemic Exclusion in the 21st Century—Where Do We Go Now?

Authors

  • Dolana Mogadime Brock University

DOI:

https://doi.org/10.20355/jcie29442

Abstract

In this essay I argue that Black women who teach Black feminist pedagogy experience “epistemic exclusion” (Buchanan, 2020) while advocating for the intersections between three disparate contexts: their activism in their communities, the women’s movement, and their work as educators in postsecondary settings. The period examined is the 1980s–1990s. I consider the institutional challenges and limitations Black women have undergone as knowledge producers and teachers. While pushing the boundaries erected between university settings and the Black liberation movement taking place in their communities (Joseph, 2003), they were limited to a precarious status as Black women teaching within White-male dominated institutions. The trailblazing theoretical pedagogical insights Black feminists have advanced in their work as educators in postsecondary settings is discussed at length. Additionally, connections are made to the present-day struggle among Black feminists for inclusion within contemporary educational contexts (Evans-Winters & Piest, 2014; Mogadime, 2002, 2003; Wane, 2009, 2011).

Author Biography

Dolana Mogadime, Brock University

Dolana Mogadime is a Full Professor in the Department of Educational Studies, Brock University in August 2020 she became the Faculty Chair of the President's Advisory Committee on Human Rights, Equity, and Decolonization (PACHRED) for a term of up to 3 years, she is past PhD Program Director, 2017 – 2019 for the Joint PhD in Educational Studies Program (Brock Home University). Her research interests are in human rights and curriculum studies, critical sociology of education, equity studies and feminist theories. She has published in international and national academic journals and anthologies on topics such as; women in leadership; gender-based violence; human rights education; teachers life stories and commitments to equity in the curriculum; and human rights education.

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Published

2021-12-18

Issue

Vol. 16 No. 2 (2021): Regular issue

Section

Articles

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