In Sista Talk Too, Rochelle Brock brings meaningful new material which evokes and updates her past examination of Black women in today’s culture. The first Sista Talk: The Personal and the Pedagogical is an inquiry into the questions of how Black women define their existence in a society which devalues, dehumanizes, and silences their beliefs. Placing herself inside of the research, Rochelle Brock invited the reader on a journey of self-exploration, as she and seven of her Black female students investigate their collective journey toward self-awareness in the attempt to liberate their minds and souls from ideological domination. Throughout, Sista Talk attempted to understand the ways in which this self-exploration informs her pedagogy. Combining Black feminist and Afrocentric theory with critical pedagogy, Sista Talk Too frames the parameters for an Afrowomanist pedagogy of wholeness for teaching Black students and strength in dealing with an unpredictable and often unstable view of the future. Rochelle Brock brings us something to be remembered by, chapters and writings from students and colleagues to help us survive and thrive in this world…all in the spirit of love, life, and Oshun.
Reflection: “I really don’t breathe, that’s part of my problem”
“I really don’t breathe, that’s part of my problem”
The women of sista dialogue were my spiritual sisters and my spiritual children. They represented that part of me that wraps itself in the need to teach, the need to provide direction toward empowerment for my students. I raised internal questions that needed answers. I hoped that those answers would lead me to more questions and better answers. I was the Socratic method in mind and body. I wanted to enmesh myself in a cycle of understanding. Partake in a journey of growth. To bring into being a recipe for life and teaching. I believed that if I could ferret out the strategies these young Black women had developed to remain whole I would be able to find the answers, the solutions to issues that have plagued Black women since time begin for us in the U.S. I hoped that I would find my place, my influence on their development.
I remembered and relived the words of Kahil Gibran’s The Prophet. If a teacher is “indeed wise he does not bid you enter the house of wisdom, but rather leads you to the thresh hold of you own mind” (Gibran, 1951/2004, p. 56) and “the vision of one man lends not its wings to another man” (Gibran, p. 57). As their teacher I never intended for my students to parrot my beliefs. Instead I wanted to bring them to a place of voice where...
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