Am I Truly My Mother's Daughter?

An Autoethnographic Exploration of Identity and Educational Legacy

Authors

DOI:

https://doi.org/10.63997/jct.v41i2.1251

Abstract

The following represents an autoethnographic exploration of identity, legacy, and sustainability through the lens of my mother’s educational pursuit, and my own experiences as an educator using the Currere Methodology (Pinar, 1975/1994) and Black Feminism Womanism (Collins, 2001; Walker, 1982). Autoethnography or racial autobiography in feminist and womanist thought has the power to facilitate an interrogation of racism, power, and privilege (Pratt-Clarke, 2012, p. 85). Through the analyzation of the education decisions of my mother, I wish to locate my “Currere of Stay” in K-12 education. I hope to uncover the intergenerational narratives that thread the journey of Black women in education and womanhood.

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Published

2026-08-27

Issue

Vol. 41 No. 2 (2026): Journal of Curriculum Theorizing

Section

General Themes

License

Copyright (c) 2026 Chelsea Lynne Murry

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