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.
Transition: Reflecting on Self
Reflecting on Self
Many subjects touched my soul, many inspired thought, anger, concern for the future and growth. Looking back, the discussions and readings about language, oppression, interracial dating, the American Indian, the Chicana woman and the “place” of the African American woman influenced my being the most. My mood of the day was determined by how well our discussion went in class. If the discussion was frustrating, I was frustrated all day long. If I was enlightened by the class discussion, all day I felt a glow of newly discovered knowledge. (log entry from Racism and Sexism 103)
Patricia Hill Collins (1991) argues that a Black “way of knowing” is one that relates learned knowledge to actual experience; either personal experience or that of the community in general. I often chastise my students when I feel that they are not moving back and forth between personal and learned knowledge, but simply stuck in their personal experiences (hooks, 1994). I do this until I remember that I most often relate to and engage with learned knowledge first from a personal standpoint.
When I teach Racism and Sexism 103, and The African American Woman 102, I do so from a Black feminist perspective. My mantra in both classes is “the interlocking systems of class, race, and gender” and as a class we look at what Gloria Wade-Gayles calls the Triple Jeopardy of Black women (Wade-Gayles, 1984). I “force” the students to take...
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