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Journal of the American Association for the Advancement of Curriculum Studies



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African American Studies | Curriculum and Instruction | Curriculum and Social Inquiry | Education


The work and words presented are a reflection of the multidimensionality of two critical race scholars and their engagement with the work of Dr. William H. Watkins, specifically his seminal text The White Architects of Black Education: Ideology and Power, 1865-1954. This work will be framed similarly to the way Watkins framed his chapter on General Samuel Chapman Armstrong in this work. Our story, a critical auto-ethnographic narrative, will begin with a discussion of the historical context that frames the relationship we have with Watkins and the relationship we have with General Samuel Chapman Armstrong and Hampton Institute. Next, this work will provide a description of critical auto-ethnography and narrative inquiry as independent research approaches that are combined for the purpose of this work. The work will continue with a discussion about the purpose of knowledge for Blacks at Hampton, the culture of the Hampton experience, and the role of politics, race, and education manifested in Watkins’ work and through our personal narratives. The work will conclude with a positionality statement that summarizes the work in the context of our present voices and the absent yet ever-present voice of Dr. William H. Watkins.


This article was published in the Journal of the American Association for the Advancement of Curriculum Studies volume 11, issue 2, 2016, and can also be found at this link. Copyright © 2016 Theodorea Regina Berry & Michael E. Jennings