Curriculum homeplacing as complicated conversation: (re)narrating the mentoring of Black women doctoral students
Article
Pope, EC, Edwards, KT. (2016). Curriculum homeplacing as complicated conversation: (re)narrating the mentoring of Black women doctoral students
. 28(6), 769-785. 10.1080/09540253.2016.1221898
Pope, EC, Edwards, KT. (2016). Curriculum homeplacing as complicated conversation: (re)narrating the mentoring of Black women doctoral students
. 28(6), 769-785. 10.1080/09540253.2016.1221898
Through personal and dialogical narratives, we explore the ways Black women mentors (do not) reveal to their mentees their lived-experiences and the personal pain associated with the pursuit of careers in higher education; how and why their narratives of pain and pursuit are negotiated, sanctioned, and/or strategically altered; and the impact these decisions have on the development of Black women graduate students. Drawing on hooks’ notions of ‘imperialist white supremacist capitalist patriarchy’ (2015), ‘radical honesty’ (2004), and ‘homeplace’ (1990), we deploy the concept of curriculum homeplacing to more critically examine Black women’s mentoring relationships.
