(Re)membering Black Women’s Liberatory Pedagogy in Higher Education

Abstract

This article is an act of (re)membering (Dillard, 2021), going back to retrieve knowledge of the ways Black Women thrive in spaces of intersectional oppression (racism, classism, and sexism) through the culturally holistic healing practice of soulfulness (hooks, 2003; Harrell, 2018) in the context of teacher education. Soulfulness is a theory and practice rooted in the history of Black Women’s ways of knowing, doing, and being, explored in this article through the memoir theorization of three Black Women professors’ liberatory pedagogy.  This is an emergent (re)membering (synthesis) of Black Women’s theories, practices, and legacy to add to the conversation on holistic educational research for the mind, body, and soul-level systemic change that has historically transpired through activism, research, and teaching sparking national and global social movements. A budding system of thinking, The Life Cycle of Liberation, is introduced in this exploratory literature study. 

Peer-Reviewed Submission