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.
Chapter Six A Pedagogy of Wholeness: Part Two—The Practice
A Pedagogy of Wholeness: Part Two: The Practice
Oshun: Tell me about your classroom. How do you implement an Afriwomanist pedagogy of wholeness in your class?
Rochelle: I see, talk to, so many Black women who are struggling to believe in themselves, instead they end up doubting their existence, right to Be. The most important issue to me as a teacher and as a political activist working toward social justice and equity for all students is to bridge that disconnect. My concern, my area of interest is in the curriculum/pedagogy needed for Black and Brown children in schools. What type of education is needed? What type of education will be empowering? How do I as an instructor foster in my students a commitment toward radical agency?
These are a few of the questions I have asked myself and am still struggling to answer. I realize that there are inequalities, poor schools, racist teachers, bad curriculum, children coming into the class ill-prepared to learn. There are countless reform movements aimed at making schools better. Some movements blame the teachers, others blame the students, still others blame the whole concept of schools for what is taking place. And all seem to fail.
Despite the various “failures” in school reform/teaching reform movements we must “keep on pushing” for the sake of Black children. In a discussion on effective teaching, Foster (1994) posits that it was apparent
the extent to which...
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