Teaching to Digress
This chapter explores the challenge of creating a “liberated” classroom, one that digresses from the norm in both content and structure according to feminist principles. This teaching project was designed to create a unique learning environment through the use of black feminist pedagogy. Charged with teaching a cross-listed course (Women's Studies, Black Studies) entitled “Black Feminist Theory,” the teaching team consisted of a professor, a graduate student, and an undergraduate student. The team came together from a diversity of educational experiences in the U.S. and Africa. This chapter is a reflection of the team's experiences co-teaching a “non-traditional” course as well as a collective inquiry about the strategic importance of incorporating oppositional discourse into the college curriculum.