Abstract:AbstractIn the post-Trayvon Martin era of racial terror against Black people in the U.S., many scholars frame contemporary anti-Black racial violence in the U.S. as an injustice primarily experienced by Black men and boys. This framing, however, fails to capture the deeply entrenched reality of Black violability. Black violability encapsulates the lived and historical experiences of Black people with state-initiated and state-sanctioned violence. This essay argues for a herstorical approach, which renders visible Black women and girls, trans*, genderqueer, and queer (...) people as victims of anti-Black racial terror. (shrink)

This article argues that by using theories of the spatial to understand how situated materiality (i.e., place) and contestations of identity matter when conceiving global and curricular space, educators may interrupt and rearticulate practices and systems of oppression. By focusing on globalization writ large, there is danger of leaving important concerns of the local unattended, and thereby failing to see how processes of globalization exacerbate problematic and oft-hidden curricular issues. Such diversions typify the most insidious quality of the current form (...) of globalization; that is: an articulation of ubiquitous, uniform, and systemically oppressive social scripts. Through the contestation of such scripts, this article focuses on the achievement of better spaces when gender and race are involved. We offer a discussion of curriculum where students write about and argue against the dominant representations of their lives in Washington, DC. Concluding meditations stress that a new conceptual frame is needed in everyday curriculum theorizing, one that enables a reconstruction of curriculum theorists' positionalities with regard to our support, or rerouting, of the scripts that enable globalized systems of oppression and occlusion. (shrink)