Term of Award
Spring 2025
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
College of Education
Committee Chair
Meca Williams-Johnson
Committee Member 1
Sabrina Ross
Committee Member 2
Ming Fang He
Committee Member 3
Wynnetta Scott Simmons
Abstract
This qualitative study examines the experiences of six Black female educators committed to educational liberation, using Baszile’s (2006) Black Self and Beauboeuf-Lafontant’s (2008) politicized mothering as frameworks. Grounded in Black feminist thought (Hill Collins, 2000) and womanist pedagogy (Walker,1983), it explores how these educators navigate race, gender, and systemic barriers in education. Through qualitative interviews and sista circles (Johnson, 2015), participants shared their journeys of self-realization, political clarity, and transgressional teaching practices.
Findings reveal that Black female educators embody three layers of the Black Self—emergence, absence “invisibility” and self-awareness—while also engaging in politicized mothering through maternal care, political clarity, and using themselves as a change agent. The transgressional self emerges as a key attribute, enabling them to challenge inequities, foster critical consciousness, and reshape education for justice.
Recommended Citation
Jenkins, Ty-Ria S., "Unmasked, Unbroken, and Transgressional: A Womanist Approach to Black Female Educators' Experiences with Intersectionality and Their Quest to Teach for Educational Liberation" (2025). Electronic Theses and Dissertations. 2928.
https://digitalcommons.georgiasouthern.edu/etd/2928
Research Data and Supplementary Material
No
