Abstract
This article investigates the pedagogical power of teaching and learning alongside Octavia Butler’s Kindred. I examine the stories of students enrolled in a special topics undergraduate honors seminar centered on personal discovery, race, and family using grounded theory and narrative textual analysis. Students’ narratives reveal the ways Kindred and science fiction more generally offer opportunities for substantive culturally disruptive pedagogy (San Pedro, 2018) through sustained engagement with the mechanics of time travel, contending with impossible choices, and wrestling with contradictions and paradoxes. Learning from this course demonstrates the usefulness of Black feminist speculative pedagogy for building students’ capacity for naming what is (Ohman, 2021) and by extension disrupting and confronting the historical and contemporary legacies of racism and heteropatriarchy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Review of Education, Pedagogy, and Cultural Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
