Decolonizing Race and Gender Intersectionality in Education: A Collaborative Critical Autoethnography of Hope, Healing and Justice

Abstract

This article provides a collaborative critical autoethnography of the educational experiences of two women of African descent, from the perspectives of an undergraduate student and university professor. Using decolonial intersectionality as the theoretical framework, the authors interpret their schooling experiences through a decolonial epistemological lens and identify ways in which education serves as both a divider and equalizer for students. Whereas existing research suggests that transformative education is made possible through expanded and engaged pedagogy, our autoethnographic narratives submit that curricula are central to this discussion as well. Results of this study posit that critical education can provide opportunities for gleaning into diverse perspectives and oppositional histories. Additionally, when implemented with a critical lens, educational disciplines such as history and social science can provide hope, healing, and justice.