From aunt jemima to auntie: Black feminist pedagogy's role in transforming TPC education

This chapter explores the implementation of BF pedagogical practices in an undergraduate technical writing course. Grounded in BF principles such as intersectionality, critical consciousness, and participatory learning, the course challenges traditional, Eurocentric approaches to TPC by centering the experiences of marginalized groups. The chapter discusses key assignments, student resistance, and the emotional labor required to foster critical dialogue in a predominantly white institution. Through a case study of course design, the chapter demonstrates how BF pedagogy can disrupt hegemonic power structures, promote ethical technical communication, and prepare students to become agents of social change. It concludes by discussing the implications of BF pedagogy for TPC education and proposing future directions for integrating BF approaches into curricula, with a focus on social justice, equity, and collaboration between predominantly white institutions (PWIs) and Historically Black Colleges and Universities (HBCUs).