Nappy Roots, Split Ends, New Growth, and No Lye: The Experience of a Black Woman Educator In-Between Contested Race, Gender, Class, Culture, and Place in the South

Authors

  • Michel Mitchell Pantin

Abstract

This is an article for JCT Special Issue –Narrative of Curriculum in
the South: Lives In-Between Contested Race, Gender, Class, and Power

Author Biography

Michel Mitchell Pantin

Michel Mitchell Pantin is a Literacy Coach in a Georgia urban high school. She has taught in middle school, high school, and collegiate level urban settings.  She obtained her Ed.D. in Curriculum Studies from Georgia Southern University.  She strongly advocates for “at-possibility” and under-represented individuals and groups such as Black students, parents, disabled adults, and community members. She recognizes that societal ills continue to inflict urban communities and spew into urban schools with few urban teachers prepared to provide any guidance for children who are ignored or denied by families, schools, and societies. She builds allies with her fellow teachers to help students to welcome their parents back to their lives after serving prison sentences She also works with her school communities to challenge stereotypes about Black women and other Blacks. She evokes dialogue on systemically engrained racism, oppression, and marginalization in the U.S. South.  She currently engaged in the development of culturally responsive professional development.

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Published

2013-02-25

Issue

Vol. 28 No. 3 (2012): Journal of Curriculum Theorizing

Section

General Themes

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