ABSTRACT The existing discourse highlighting Black faculty experiences in the classroom are largely hidden among studies that center the experiences of Faculty of Color who teach courses about race, gender, and/or diversity, regardless of their faculty status. And, even fewer of those studies unpack how their pedagogical approaches further complicate the experiences of Black faculty, especially Black faculty without tenure. The authors, who are Black hetero women and Black queer men, used embodied text as a framework to explore their teaching experiences as faculty and critical pedagogues. Where embodied text establishes the body as a site for learning and knowledge, critical pedagogy asserts that neither the classroom nor the knowledge constructed within that space are apolitical. The study findings illuminated how Black faculty bodies were scrutinized and ultimately showed that Black hetero women and Black queer men who were critical pedagogues embodied a resistance text that when read, oftentimes created intertextual pedagogical situations that invalidated their humanity. This research expands the scholarship on embodied text and critical pedagogy by examining the teaching experiences of Black faculty who not only centered critiques of power and privilege in non-diversity courses, but whose bodies were also disruptive in White, hetero, cis-patriarchal academic spaces.

中文翻译：

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存在与抵抗：黑人、批判性男女教师的教学现实

摘要 现有的强调黑人教师在课堂上的经历的话语在很大程度上隐藏在以色彩学院的经验为中心的研究中，他们教授种族、性别和/或多样性课程，而不管他们的教师身份如何。而且，甚至更少的研究揭示了他们的教学方法如何进一步使黑人教师的经历复杂化，尤其是没有终身教职的黑人教师。作者是黑人异性恋女性和黑人酷儿男性，他们使用具体文本作为框架来探索他们作为教师和批判性教育者的教学经验。在具身文本将身体建立为学习和知识的场所的地方，批判性教学法断言，在该空间内构建的课堂和知识都不是非政治性的。研究结果阐明了黑人教职员工是如何被审查的，并最终表明，作为批判性教育家的黑人异性恋女性和黑人酷儿男性体现了一种抵抗文本，在阅读时，通常会创造出互文教学情境，使他们的人性无效。这项研究通过考察黑人教师的教学经验扩展了对具体文本和批判教学法的研究，他们不仅在非多样性课程中集中批评权力和特权，而且他们的身体在白人、异性、顺式父权制学术空间中也具有破坏性.