The Black Women’s Gathering Place: reconceptualising a curriculum of place/space

References

• Ahmed, S. 1996. “Moving Spaces: Black Feminism and Post-Colonial Theory.” Theory, Culture & Society 13 (1): 139–146. doi: 10.1177/026327696013001008
   Google Scholar
• Austin, R. 2003. “Sapphire Bound!.” In Critical Race Feminism: A Reader, edited by A. Wing, 301–308. New York: New York University Press.
   Google Scholar
• Beaubeouf-Lafontant, T. 2002. “A Womanist Experience of Caring: Understanding the Pedagogy of Exemplary Black Women Teachers.” The Urban Review 34 (1): 71–86. doi: 10.1023/A:1014497228517
   Google Scholar
• Bondi, L. 2005. “Troubling Space, Making Space, Doing Space.” Group Analysis 38 (1): 137–149. doi: 10.1177/0533316405049381
   Google Scholar
• Castellano, M. B. 2000. “Updating Aboriginal Traditions of Knowledge.” In Indigenous Knowledges in Global Contexts, edited by G. Sefa Dei, B. L. Hall, and D. G. Rosenberg, 21–36. Toronto: University of Toronto Press.
   Google Scholar
• Collins, P. H. 2000. Black Feminist thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge.
   Google Scholar
• Connelley, F. M., and D. J. Clandinin. 1990. “Stories of Experience and Narrative Inquiry.” Educational Researcher 19 (5): 2–14. doi: 10.3102/0013189X019005002
   Google Scholar
• Cooper, C. 2003. “The Detrimental Impact of Teacher Bias: Lessons Learned from the Standpoint of African American Mothers.” Teacher Education Quarterly 30 (2): 101–116.
   Google Scholar
• Davies, C. B. 1994. Black Women, Writing and Identity: Migrations of the Subject. New York: Routledge.
   Google Scholar
• Day, K. 1999. “Embassies and Sanctuaries: Women’s Experiences of Race and Fear in Public Space.” Environment and Planning D: Society and Space 17 (3): 307–328. doi: 10.1068/d170307
   Web of Science ®Google Scholar
• Delpit, L. 2006. Other People’s Children: Cultural Conflict in the Classroom. New York: New Press.
   Google Scholar
• Dillard, C. 2000. “The Substance of Things Hoped for, the Evidence of Things not Seen: Examining an Endarkened Feminist Epistemology in Educational Research and Scholarship.” International Journal of Qualitative Studies in Education 13 (6): 661–681. doi: 10.1080/09518390050211565
   Google Scholar
• Few, A. 2007. “Integrating Black Consciousness and Critical Race Feminism Into Family Studies Research.” Journal of Family Issues 28 (4): 452–473. doi: 10.1177/0192513X06297330
   Web of Science ®Google Scholar
• Fisher, M. 2008. Black Literate Lives: Historical and Contemporary Perspectives. New York: Routledge.
   Google Scholar
• Fordham, S. 1993. “‘Those Loud Black Girls’: (Black) Women, Silence, and Gender ‘Passing’ in the Academy.” Anthropology and Education Quarterly 24 (1): 3–32. doi: 10.1525/aeq.1993.24.1.05x1736t
   Web of Science ®Google Scholar
• Guy-Sheftall, B. 1995. Words of Fire: An Anthology of African-American Feminist thought. New York: New Press.
   Google Scholar
• Joseph, P. ed. 2000. Cultures of Curriculum. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Kenney, M. R. 2001. Mapping gay L.A.: The Intersection of Place and Politics. Philadelphia, PA: Temple University Press.
   Google Scholar
• Kinloch, V., and T. San Pedro. 2014. “The Space between Listening and Storying: Foundations for Projects in Humanization.” In Humanizing Research: Decolonizing Qualitative Research with Youth and Communities, edited by D. Paris, and M. Winn, 21–42. Los Angeles, CA: Sage.
   Google Scholar
• Koonce, J. 2012. “‘Oh, Those Loud Black Girls!’: A Phenomenological Study of Black Girls Talking with an Attitude.” Journal of Language and Literacy Education 8 (2): 27–46.
   Google Scholar
• Koskela, H. 1997. “‘Bold Walk and Breakings’: Women’s Spatial Confidence Versus Fear of Violence.” Gender, Place & Culture 4 (3): 301–320. doi: 10.1080/09663699725369
   Google Scholar
• Ladson-Billings, G., and Tate, W. F. eds. (2006). Education Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press.
   Google Scholar
• Lefebvre, H. 1991. The Production of Space. Malden, MA: Blackwell.
   Google Scholar
• McCormack, C. 2002. “Storying Stories: A Narrative Approach to in-Depth Interview Conversations.” International Journal of Social Research Methodology 7 (3): 219–236. doi: 10.1080/13645570210166382
   Google Scholar
• McKnight, D. E. 2003. Schooling, The Puritan Imperative, and the Molding of an American National Identity: Education’s “Errand Into the Wilderness”. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Ng-A-Fook, N. 2007. An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York: Peter Lang.
   Google Scholar
• Patel, L. 2015. Decolonizing Educational Research: From Ownership to Answerability. New York: Routledge.
   Google Scholar
• Pinar, W. 2004. What is Curriculum Theory? Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Roestone Collective. 2014. “Safe Space: Towards a Reconceptualization.” Antipode 46 (5): 1346–1365. doi: 10.1111/anti.12089
   Web of Science ®Google Scholar
• Royster, J. J. 2000. Traces of a Stream: Literacy and Social Change among African American Women. Pittsburgh, PA: University of Pittsburgh.
   Google Scholar
• Smith, G. 2003. “ Indigenous struggle for the transformation of education and schooling.” Accessed May 23, 2015. http://ankn.uaf.edu/Curriculum/Speeches/Graham_Smith.
   Google Scholar
• Troutman, D. 2010. “Attitude and its Situatedness in Linguistic Politeness.” Poznań Studies in Contemporary Linguistics 46 (1): 85–109. doi: 10.2478/v10010-010-0005-7
   Web of Science ®Google Scholar
• Tuck, E. 2009. “Suspending Damage: A Letter to Communities.” Harvard Educational Review 79 (3): 409–428. doi: 10.17763/haer.79.3.n0016675661t3n15
   Web of Science ®Google Scholar
• Tuck, E., and R. Gaztambide-Fernández. 2013. “Curriculum, Replacement, and Settler Futurity.” Journal of Curriculum Theorizing 29 (1): 72–89.
   Google Scholar
• Winfield, A. G. 2007. Eugenics and Education in America: Institutionalized Racism and the Implications of History, Ideology, and Memory. New York: Peter Lang.
   Google Scholar