摘要：Background:This article explores critical curriculum mapping in experiential education through immersive travel or Study Abroad Programs (SAPs).Purpose:The tetrad of authors theorizes then models the practice of criticality in curriculum mapping for SAPs.Methodology/Approach:Using Black feminist thought as a theoretical moor and dialogue and reflexive narrative as methods, authors present a curriculum mapping framework that is berthed to collective knowledge of how Black women in the African diaspora make meaning of lived experience to survive a perpetually precarious world.Findings/Conclusions:The framework exemplifies an epistemological alternative to dominant individualistic Euro/American approaches to curriculum mapping. Such approaches privilege predictability and linearity, contributing to the low participation of collectivist-oriented Black, Indigenous, and People of Color (BIPOC) students in SAPs.Implications:A collectivist critical orientation to curriculum mapping may, therefore, be useful for (a) epistemologically diversifying curricular responsiveness (with implications for teaching and learning in the unpredictable chaos of the current COVID-19 moment) and (b) addressing enduring issues of equity and inclusion in SAPs.
