Abstract

Curriculum within the US was birthed in a context of antiblackness and continues to operate as anti-Black through imagining Black youth as less than and uneducable. However, despite the ways educational space has historically worked to image Black children and communities through deficit lenses, the creation of non-traditional Black curricular spaces has long served as a strategy of resistance. In this paper, I examine the ways Black urban youth leveraged a co-created non-traditional curricular space, grounded in centering Blackness to make sense of their educational experiences. I draw from an academic yearlong (2016–2017) critical ethnography, centered in Black Critical Theory (BlackCrit), to examine what is revealed about Black living and learning and curriculum, through centering Blackness in a non-traditional curricular space. Theoretically framed through BlackCrit and Sharpe’s (2016 Sharpe, C. (2016). In the wake: On Blackness and being. Duke University Press.[Crossref] , [Google Scholar]) concept of wake work, I analyze critical literacy artifacts and interview data to examine how centering antiblackness, a strength-based positioning, facilitated Black curricular un/makings that worked to: 1) center Black empowerment and 2) affirm Black knowledge. I use the term curricular un/makings to represent the ways the Black youth leveraged their life-worlds to disrupt or abandon nation-state curriculum (unmake anti-Black curricular space) to compose new ideations of curriculum and curricular space (make curriculum anew by centering Blackness). Black curricular un/makings represent the intentional process of deconstructing anti-Black curriculum through an unapologetic centering of a Black ethos.

摘要

美国的课程是在反黑人的背景下诞生的，并通过将黑人青年想象成低等且无法受教育而继续作为反黑人运作。然而，尽管教育空间历来通过赤字镜头来塑造黑人儿童和社区的形象，但非传统黑人课程空间的创建长期以来一直是一种抵抗策略。在本文中，我研究了城市黑人青年如何利用共同创建的非传统课程空间，以黑人为中心，理解他们的教育经历。我从一学年（2016-2017）批判民族志中汲取灵感，以黑人批判理论（BlackCrit）为中心，通过将黑人置于非传统课程空间的中心来研究黑人生活、学习和课程所揭示的内容。2016年 夏普，C.（2016 年）。醒来后：关于黑暗和存在。杜克大学出版社。[交叉引用]  , [谷歌学术]) 唤醒工作的概念，我分析了批判性识字工件和采访数据，以检查如何以反黑人为中心，一种基于力量的定位，促进黑人课程的工作，以：1) 以黑人赋权为中心和 2) 肯定黑人知识。我使用术语课程 un/makings 来代表黑人青年利用他们的生活世界来破坏或放弃民族国家课程（取消反黑人课程空间）以组成新的课程理念和课程空间（通过中心黑度）。黑人课程 un/makings 代表了通过黑人精神的毫无歉意的中心解构反黑人课程的有意过程。