Afropessimism investigates curriculum studies
Abstract
It is crucial for the Black scholar who wishes to engage in any meaningful interaction with the field of curriculum studies to mediate heavily on both curriculum’s preservation and its multicultural appeals. But why does one mediate on specific items such as these? It is because a purposeful focus on such matters will assist many a Black scholar in awakening themselves to the scorching inequitable, unethical, and metaphysical threads attempting to enforce already populated disciplining regimes. Necessary it becomes to return to Debora Britzman’s question: What does curriculum bury in order to preserve itself? For the Afropessimist must both ponder on such while simultaneously seeking to exceed the many answers to this question. Additionally, we return as well to many a scholar whose call for a multicultural curriculum deserves Afropessimistic interrogation.
Presentation Description
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Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Baugh, Michael, "Afropessimism investigates curriculum studies" (2021). Curriculum Studies Summer Collaborative. 20.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/20
Afropessimism investigates curriculum studies
Stream A
It is crucial for the Black scholar who wishes to engage in any meaningful interaction with the field of curriculum studies to mediate heavily on both curriculum’s preservation and its multicultural appeals. But why does one mediate on specific items such as these? It is because a purposeful focus on such matters will assist many a Black scholar in awakening themselves to the scorching inequitable, unethical, and metaphysical threads attempting to enforce already populated disciplining regimes. Necessary it becomes to return to Debora Britzman’s question: What does curriculum bury in order to preserve itself? For the Afropessimist must both ponder on such while simultaneously seeking to exceed the many answers to this question. Additionally, we return as well to many a scholar whose call for a multicultural curriculum deserves Afropessimistic interrogation.
