| Abstract | This study explores the experiences of Black women's professional lives within academia, and focuses on those educators who are concerned with marginalized voices of Black women within curriculum studies in U.S. colleges and universities. The study will explore the ways in which the selected educators (1) see themselves and their experiences as valuable and how Black women educators can begin to generate theory about how their consciousness and understandings at the intersections of their race, class, gender and culture can expand pedagogical knowledge and practice to the field of curriculum, (2) are able to contribute to the developing body of knowledge pertaining to curriculum studies (3) face limitations in developing more multi - voiced curriculum within and among their learning environments, (4) establish support within the academic community, and (5) and how they themselves have felt silenced. This study should add a more nuanced understanding of the ways in which concerns for marginalized voices impact educators' professional lives, the forms of influence they have, and the barriers they face. |
