This essay examines the expectations placed on black faculty to act as conduits of authentic blackness and black knowing even as they are undermined and undervalued in the classroom and other institutional settings. Paying special attention to the way that racial performance, engaged learning, and the role of the black instructor converge in the black studies classroom, I offer the black/weird as a framework (departure/positioning) from which students can engage in black/weird/play, a remedy that interrupts students’ desire for a particular hegemonic racial performance from black faculty while stimulating critical collective inquiry about black history, experience, culture, and the self. As black/weird/play engages possibility, pleasure, and play while taking cues from black nerd and black popular cultures, students learn to grapple with concepts, structures, subjecthood, and everything else, from the mundane to the fantastic, as they building knowledge and connections alongside and with black faculty who must constantly maneuver the already contested grounds of teaching while black.

中文翻译：

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怪异/黑色/玩耍：在黑人研究课堂上颠覆种族真实性和教授表现

本文探讨了对黑人教师的期望，以充当真正的黑人和黑人知识的管道，即使它们在课堂和其他机构环境中被破坏和低估。特别关注种族表现、参与式学习和黑人教师角色在黑人研究课堂中的融合方式，我提供了黑人/怪人作为学生可以从事黑人/怪人的框架（出发/定位） /play，一种补救措施，可以打断学生对黑人教师特定霸权种族表现的渴望，同时激发对黑人历史、经历、文化和自我的批判性集体探究。由于黑人/怪异/游戏在从黑人书呆子和黑人流行文化中汲取灵感的同时，参与了可能性、乐趣和游戏，学生们学会了与概念搏斗，