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Cited by 16Indigenous and Place-Based EducationCritical and Liberation PedagogyCritical Race Theory in Education

The DOI matches its Crossref record; 50 of the 51 references it cites were found in a registry or an index; 2 of the 22 sources its claims cite were checked for support.

A Critical Pedagogy of Place

Open access
Cutts, Qiana M.·2013·Journal of Curriculum Theorizing
DOI 10.63997/jct.v28i3.387
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Abstract

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

Overview

AI snapshot

Written from the paper’s full text.

TL;DR

This autobiographical essay uses the author's K–12 and graduate schooling in small-town Alabama to argue that the curriculum of the U.S. South communicates a lack of belonging to students who do not fit White, middle-class, Christian, male identities, and that a critical pedagogy of place—oriented toward decolonization and reinhabitation—can counter this. The author traces her own African identity transformation, crediting a 1991 episode of *A Different World* and the mentorship of Asa G. Hilliard III rather than her formal history coursework.

Key findings

  • The author reports that "the 30 minutes I spent watching that episode of *A Different World* did more for my cultural confidence than four years of history classes at West Blocton High School and, later, two advanced level history courses at the University of West Alabama."
  • Drawing on Journell (2008), she notes that states' social studies standards limit African Americans to "oppression and emancipation [without including information on] culture and contribution" (p. 43), with Georgia's standards omitting cultural heritages, slavery and human rights, labor and war contributions, factions of the Civil Rights Movement, and post–Civil Rights contributions (p. 50).
  • She situates her hometown with U.S. Census (2010) figures: West Blocton, Alabama had approximately 1,240 residents, 85.56% White and 13.23% Black; 67% of residents over 25 held a high school diploma or higher, and median household income was $48,890. She describes the town as "segregated along a Black/White colorline," in contrast to its historically diverse settler population (Jewish, Russian, Welsh, Italian).
  • Following Hilliard (1998), she argues that Black teachers must first "become whole, productive, and conscious beings" by embracing their own African identities before they can educate students for critical consciousness: "Only then can they transform students" (p. 107).

Methods

  • Autobiographical self-study using counternarratives: the author recounts specific marginalizing and empowering experiences from K–12 through graduate school in the South, framed by Mills (1959) on linking personal troubles to public issues and Bullough and Pinnegar (2001) on translating public theory through the personal.
  • No formal sampling, instruments, or statistical analysis are reported; the empirical material is the author's own recollection, supplemented by cited secondary scholarship (Journell, Inwood, Gruenewald, Asante, Hilliard, Freire) and U.S. Census data for West Blocton.
  • Theoretical framing centers on Gruenewald's (2003) critical pedagogy of place and its two objectives, "decolonization and reinhabitation," alongside Freire's *conscientização* and Asante's (2003) two aspects of consciousness—"toward oppression" and "toward victory."

Limitations

  • The paper states no formal limitations section. It does acknowledge that its claims are not universal: "While this may not be true of all Black students' experience in the United States, my consciousness has awakened me to the inherent oppression within the cultures in the United States."
  • Evident from the text: the study rests on a single autobiographical case in one Southern town, so the findings are not generalizable to other students, regions, or Black students' experiences; the author herself notes she was "an academically successful student," and asks readers to imagine the challenges faced by students of color who struggle academically.
  • Evident from the text: the argument relies on recollection of events decades past (e.g., the December 5, 1991 episode) with no corroborating data or participant accounts beyond the author's own.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.63997/jct.v28i3.387

Cites

50 of 50 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Verification

Claims the paper makes

2 of 22 cited sources checked · 1 supported · 0 flagged · accuracy not yet measured

  • Findingnone given

    The author experienced racist epithets and attitudes despite being raised in a post-Jim Crow era.

    “Although I was raised in a post-Jim Crow era when segregation was not legalized in my daily life, I often experienced the sting of racist epithets and attitudes.”
    Quote in the paperNot a substantial claim
  • Findingcitation

    The author's schooling experiences socialized her in a way that did not give her a strong sense of identity with African people.

    “My schooling experiences had socialized me in such a way; nevertheless, I had an intrinsic motivation that encouraged me to want to know what it meant to be culturally African.”
    Quote in the paperSubstantial claim
  • Premisecitation

    Critical pedagogy helps teach critical thinking.

    “Delpit and White-Bradley (2003) maintained that critical pedagogy helps teach critical thinking.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Delpit and White-Bradley (2003) source
  • Premisecitation

    The freedom of enslaved people was not a right given to people by any president's proclamation, but a right demanded by people.

    “Therefore, victory of consciousness indicates that the freedom of enslaved people was not a right given to people by any president's proclamation, but a right demanded by people.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Asante (2003)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Premisecitation

    We cannot explore place without exploring its impact on identity as these concepts are interconnected.

    “Flynn, Kemp, and Perez (2009) suggested that we could not explore place without exploring its impact on identity as these concepts are interconnected.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Flynn, Kemp, and Perez (2009)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • It may state two separate claims as one. 7
  • Probably not a substantial claim. 24

  • It may state two separate claims as one.

    Premisecitation

    States' focus on African Americans in social studies standards is limited to slavery, segregation, and the Civil Rights Movement, further limited to oppression and emancipation without including information on culture and contribution.

    “Journell (2008) finds that states' focus on African Americans is limited to slavery, segregation, and the Civil Rights Movement, further limited to “oppression and emancipation [without including information on] culture and contribution” (p.43).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Journell (2008) source

      In “Oppression and Emancipation versus Culture and Contribution,” Journell says slavery, segregation, and the Civil Rights Movement are the only topics explicitly mentioned in all nine states’ standards. The Conclusion says cultural contributions receive considerably less attention, not that they are absent: the paper notes that seven states mention the Harlem Renaissance. The claim overstates both the exclusion of culture and contributions and the scope of the study, which examined nine states. (LLM, conf=0.90)

      Experimental — accuracy not yet measured

  • It may state two separate claims as one.

    Premisecitation

    Georgia's state standards do not include slavery and human rights, contributions to labor and war efforts, factions of the Civil Rights Movement, or post-Civil Rights contributions while these areas are represented in other states' standards, including California, New York, North Carolina, and Virginia.

    “Journell points out that Georgia's state standards do not include slavery and human rights, contributions to labor and war efforts, factions of the Civil Rights Movement, or post-Civil Rights contributions (p.50) while these areas are represented in other states' standards, including California, New York, North Carolina, and Virginia.”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Journell (2008) source

  • It may state two separate claims as one.

    Findingreasoning

    Contemporary West Blocton does not reflect the diversity it once had and is segregated along a Black/White colorline.

    “Contemporary West Blocton does not reflect similar diversity and is segregated along a Black/White colorline.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    Growing up in West Blocton, the author's exposure to various cultures was limited because residents of color were a small percentage of the population.

    “Growing up in a town where residents of color were such a small percentage of the population, my exposure to various cultures was limited.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    The author's Southern curriculum reiterated that the margin was her place.

    “My budding connection to African culture urged me to resist the margins; however, my Southern curriculum reiterated that the margin was my place.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingown data

    The author's biology teacher made racist comments that pushed Black students further into margins and impacted her identity development.

    “The casual nature some teachers dealt with race pushed Black students further into margins that made a great impact on my identity development.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingnone given

    Watching the 'Mammy Dearest' episode of A Different World did more for the author's cultural confidence than four years of high school history and two advanced history courses.

    “The 30 minutes I spent watching that episode of A Different World did more for my cultural confidence than four years of history classes at West Blocton High School and, later, two advanced level history courses at the University of West Alabama.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Premisecitation

    Racism and its historical manifestations are still a fundamental organizing principle in society.

    “Inwood further maintained that, “racism and its historical manifestations are still a fundamental organizing principle in society” (p.572).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Inwood (2011) source

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

    Interpretationreasoning

    The remnants of the Jim Crow South have strong implications for structuring identity.

    “Therefore, the remnants of the Jim Crow South have strong implications for structuring identity.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Interpretationnone given

    In small Southern towns, people always find ways to reenact the past especially when race is involved.

    “In small Southern towns, people always find ways to reenact the past especially when race is involved.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim.

    Interpretationreasoning

    The author's African identity transformation has implications for Black classroom teachers as it calls on them to engage in their own African identity transformation.

    “My African identity transformation and has implications for Black classroom teachers as it calls on them to engage in their own African identity transformation.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim.

    Premisecitation

    A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.

    “Gruenewald (2003) advocated for a critical pedagogy of place that “challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations” (p.3).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Gruenewald (2003) source

  • Probably not a substantial claim.

    Premisecitation

    A critical pedagogy of place proposes two broad and interrelated objectives: decolonization and reinhabitation.

    “For Gruenewald, “A critical pedagogy of place, moreover, proposes two broad and interrelated objectives for the purpose of linking school and place-based experience to the larger landscape of cultural and ecological politics: decolonization and reinhabitation” (p.9).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Gruenewald (2003) source

  • Probably not a substantial claim.

    Premisecitation

    The South still feels the impact of Jim Crow segregation and White supremacy that ensured political, social, economic, and educational inequality.

    “Inwood (2011) claimed that the South still feels the impact of Jim Crow segregation and White supremacy that ensured political, social, economic, and educational inequality.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Inwood (2011) source

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    No curriculum can be entirely inclusive, but the political decisions that perpetuate the traditional cannon in public education too often exclude the voices of marginalized Americans in society.

    “As Journell (2010) suggest, while “no curriculum can be entirely inclusive, the political decisions that perpetuate the traditional cannon in public education too often exclude the voices of marginalized Americans in society” (p.40).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Journell (2010)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim.

    Premisecitation

    We are free because we choose to be free.

    “This ideology insists that “we are free because we choose to be free” (p.65).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Asante (2003)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.

    Interpretationnone given

    If the curriculum of the South can be this challenging to an academically successful student, the challenges faced by students of color who struggle academically can only be imagined.

    “In my inquiry I tell counter stories of my educational experience from K-12 to graduate school to demonstrate to readers that if the curriculum of the South can be this challenging to an academically successful student, one can only imagine the challenges that may be faced by students of color that struggle academically.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The author's experience of schooling in the South is sufficiently representative to illustrate the challenges faced by students of color who struggle academically.

  • Probably not a substantial claim.

    Interpretationreasoning

    Teachers engaged in a critical pedagogy of place hold potential to socialize and educate students to be critical thinkers.

    “Teachers engaged in such a critical pedagogy of place hold potential to socialize and educate students to be critical thinkers.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Interpretationcitation

    Counternarratives provide the platform for silenced stories to be told.

    “Counternarratives provide the platform for silenced stories to be told.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Some people who are racially and culturally of African descent have been socialized in such a way that they do not have a strong sense of identity with African people.

    “Hilliard (1995) argued that, “Some people who are racially and culturally of African descent have been socialized in such a way that they do not have a strong sense of identity with African people” (p.10).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hilliard (1995)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.

    Premisecitation

    Sometimes we have to return home to remember who we are.

    “Whitaker (2010) maintains, “Sometimes we have to return home to remember who we are” (p.123).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Whitaker (2010) source

      Checked before — its earlier verdict is held back until a new check runs.

  • Probably not a substantial claim.

    Premisecitation

    For public theory to influence educational practice it must be translated through the personal.

    “Bullough and Pinnegar (2001) maintained that “for public theory to influence educational practice it must be translated through the personal” (p.15).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bullough and Pinnegar (2001) source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    Sixty-seven percent of West Blocton residents over the age of 25 received a high school diploma or higher education, and the median household income was $48,890.

    “Sixty-seven percent of the residents over the age of 25 received a high school diploma or higher education, and the median household income was $48,890.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites U.S. Census (2010)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim.

    Premisecitation

    Socialization is the process of assuming responsibilities for one's ethnic group based upon its teachings of its shared culture and destiny.

    “Hilliard (1995) defined socialization as, “the process of assuming responsibilities for one's ethnic group based upon its teachings of its shared culture and destiny” (p.11).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Hilliard (1995)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Giovanni's poem is a symbolic testimonial to the power of Black heritage.

    “Gay (1985) called this poem Giovanni's “symbolic testimonial…to the power of Black heritage” (p.47).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gay (1985) source

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Premisecitation

    In order for Black people to be socialized and educated as Africans, we must first identify ourselves as Africans.

    “As I was mentored by Dr. Hilliard, I was consistently reminded that in order for Black people to be socialized and educated as Africans, we must first identify ourselves as Africans.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hilliard

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim.

    Premisecitation

    The teachers to whom Hilliard referred were not only classroom teachers; they were community teachers as well - the barbers, the community elders, the church members.

    “The teachers to whom Hilliard referred were not only classroom teachers; they were community teachers as well -the barbers, the community elders, the church members.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Hilliard

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    According to the U.S. Census (2010), West Blocton is comprised of approximately 1,240 residents with a racial population of 85.56% White residents and 13.23% Black residents.

    “According to the U.S. Census (2010), West Blocton is comprised of approximately 1,240 residents with a racial population of 85.56% White residents and 13.23% Black residents.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites U.S. Census (2010)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

28 of 28

  • The paper relies on this without support.

    The South has changed with immigration, industry, and economic opportunities, becoming more racially, ethnically, and linguistically diverse.

    “The South has changed as immigration, industry, and economic opportunities continue to grow in the South with racially, ethnically, and linguistically diverse populations.”

  • The paper relies on this without support.

    The author's experience of schooling in the South is sufficiently representative to illustrate the challenges faced by students of color who struggle academically.

    “if the curriculum of the South can be this challenging to an academically successful student, one can only imagine the challenges that may be faced by students of color that struggle academically.”
2 of 2

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Journell citation year does not match the reference

    Minor

    The text cites Journell (2010), but the only Journell entry in the references is dated 2008.

  • Whitlock citation year does not match the reference

    Minor

    The text cites Whitlock as a 2007 source, but the only Whitlock entry in the references is dated 2006.

2 of 2

Citations

Cites

Flagged first, then by citations

1 of the 51 references couldn’t be matched to a known paper.

Research works printed but not linked: 1

  1. Fine, M. (1994). Working the hyphens. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (2 nd ed., pp. 70-82). Thousand Oaks, CA: Sage.

Cited by

Sorted by citations

Related

Metadata

Authors
Cutts, Q. M.
Affiliations
Argosy University (US)
Corresponding author
Cutts, Qiana M.
Venue
Journal of Curriculum Theorizing
Publisher
Foundation for Curriculum Theory
Published
2013-02-25
Volume
28
Issue
3
Pages
142
ISSN
  • 0162-8453 (ISSN-L)
  • 1942-2563
DOI
10.63997/jct.v28i3.387
OpenAlex
W2107974460
Cited by
16
References
51
Citations by year
2026: 1 · 2025: 1 · 2024: 2 · 2020: 2 · 2019: 1 · 2018: 1 · 2016: 2 · 2015: 4 · 2014: 1 · 2013: 1
FWCI
11.30
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • Journal of Curriculum Theorizing (publishedVersion, cc-by-nc)
  • Foundation for Curriculum Theory - JCT: Journal of Curriculum Theorizing (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • JCT
Topics
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Education › Critical and Liberation Pedagogy
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
critical pedagogy, place-based education, course program, race, gender, class, power, Southern United States

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