Publication Date
2025
Document Type
Thesis
Committee Members
Tracy Snipe, Ph.D. (Committee Chair); Jessica Barnett, Ph.D. (Committee Member); Christa Preston Agiro, Ph.D. (Committee Member)
Degree Name
Master of Humanities (MHum)
Abstract
This thesis critically examines the exclusion of LGBTQ+ and disabled voices in African American history curricula at predominantly white institutions (PWIs) in Ohio, advocating for a decolonial pedagogical approach that centers intersectional narratives. By analyzing course descriptions, syllabi, and faculty communications from PWIs such as Wright State University, it reveals a pervasive omission of queer and disabled Black experiences, reinforcing a narrow historical lens. The study proposes a 15-week, praxis-based syllabus that integrates critical pedagogy, intersectionality, queer and disability theory, and service learning to foster inclusive historical engagement. Using primary and secondary sources, multimedia, and community partnerships, the curriculum emphasizes student agency, dialogue, and action through mutual aid projects and grassroots organizing. Grounded in the works of Paulo Freire, Kimberlé Crenshaw, and Walter Mignolo, and others, the thesis challenges neoliberal educational models by prioritizing marginalized perspectives and collective liberation over institutional assimilation. The thesis concludes that transformative African American history education must disrupt colonial narratives, amplify intersectional resistance, and equip students to confront systemic oppression.
Page Count
78
Department or Program
Humanities
Year Degree Awarded
2025
Copyright
Copyright 2025, all rights reserved. My ETD will be available under the "Fair Use" terms of copyright law.
