Black Aliveness and Black Quiet In Social Studies: Curricular, Pedagogical and Methodological Possibilities

This paper critiques social studies as a site of antiblackness and theoretical limitation, looking to Quashie’s Black aliveness and Black quiet as modes beyond oppression-based discourse. I explore curricular, pedagogical, and methodological possibilities that center Black interiority, beingness, and “watcher-less” expression to reimagine more humane and liberatory social studies spaces.