Abstract
In this chapter, I mine my own history as a student, emerging scholar, and educator by revisiting conference papers, course papers, and journal entries I wrote during my time at Louisiana State University to identify the ideas that shaped me as a scholar. Two themes emerge from this excavation: searching for an academic “homeplace” and redefining home in the process. I draw on bell hooks’ notion of “homeplace”-an affirming place for black people-to explore what resilience means for my intersecting identities as a black immigrant woman scholar. I reflect on practices from the Curriculum Theory Project (e.g., Curriculum Camp, attending Bergamo and other research conferences, mentoring by various faculty and students, and the emphasis on theory in doctoral coursework) and how these provided tools to make homeplace.
| Original language | English (US) |
|---|---|
| Title of host publication | Curriculum Histories in Place, in Person, in Practice |
| Subtitle of host publication | the Louisiana State University Curriculum Theory Project |
| Publisher | Taylor and Francis |
| Pages | 151-158 |
| Number of pages | 8 |
| ISBN (Electronic) | 9781000860764 |
| ISBN (Print) | 9781032390093 |
| DOIs | |
| State | Published - Jan 1 2023 |
ASJC Scopus subject areas
- General Social Sciences