Welcome to the Hashtag Syllabus Project! This page serves as central hub for many of the recent hashtag syllabus projects popping up on the corners of web. Below, you’ll find subheadings organized by theme to help you find what you’re looking for. Almost all of these syllabuses are crowd-sourced knowledge, and all of them are open access.

Within each syllabus, you’ll find links to varying resources and materials. 

Interior Worlds: Identity, (Em)power, & Race

  • Melissa Harris Perry
    • In 2013, MPH drafted the Black Feminism Syllabus in response to First Lady Michelle Obama being called a “feminist nightmare”–MPH shares and suggests resources that explain the distinctiveness of Black feminism.
  • : African American Policy Forum
    • This syllabus implores us to consider now the time for collective organizing and resistance movements. Diving into Black feminism and intersectionality, the role of state violence in perpetuating violence and anti-Black racism, and more, this syllabus is important for those interested in learning more about public and private violence, Black women, and the state.
    • Discussing the assaults on the bodies, minds, and hearts of Black and Brown women (naming Sandra Bland and Charnesia Corley) through Twitter crowdsourced suggestions for reading material on Black feminism.
  • Dr. Karsonya Wise Whitehead and others
    • This project includes crowd sourced Twitter suggestions about resources that speak to the histories, triumphs, and resistance of Black women and their experiences to increase inclusivity and visibility.

Black Resistance & Liberation Movements

  • : Chad Williams, Kidada Williams, and Keisha Blain
    • In response to the South Carolina shooting of Cynthia Hurd, Susie Jackson, Ethel Lance, Rev. DePayne Middleton-Doctor, The Honorable Rev. Clementa Pinckney, Tywanza Sanders, Rev. Daniel Simmons Sr., Rev. Sharonda Singleton, Myra Thompson,  and Reverend Clementa Pinckneythe Charleston Syllabus emerged to historically contextualize the events by covering readings on slavery, the Civil War and Reconstruction, Post-Reconstruction and Jim Crow, White Supremacy, and Black Power and Liberation Movements.
  • Frank Roberts
    • Roberts designed this syllabus in response to the Black Lives Matter network and social movement centered on the institutional and systemic assault on Black and Brown bodies in the form of police brutality. The BLM syllabus provides a historical context for Black social movements, as well as an emphasis the relationship to BLM and mass incarceration, the politics of disposability, Black feminism, and more.
  • Rebecca Martinez, Louis Moore , David J. Leonard, Bijan C. Bayne, Sarah J. Jackson, and many others
    • According to the founders of the Colin Kaepernick syllabus, which looks at the intersection of Black athletes and resistance, the intent of this syllabus is to “ further the efforts to disrupt the silence, to make connections, and to otherwise build on the work of Kaepernick, Edwards, members of the WNBA, Bomani Jones, Serena Williams, and so many others demanding that we speak and act.  While continuing the conversation is important, it must be done so with literacy and knowledge about American racism, the history of sports, the African American athlete, #BLM, protests, and so much more.”
  • : Marcia Chatelain
    • The Ferguson Syllabus aims to inform its audience the ways in which Black and brown bodies and POC become constructed as criminalized and marginalized.

First Nations/Indigenous People’s Histories and Movements

  • (also known as the No DAPL Syllabus): The NYC Stands, or Standing Rock committee, is a group of Indigenous scholars and activists, and settler/ POC supporters. They belong and are responsible to a range of Indigenous peoples and nations, including Tlingit, Haudenosaunee, Secwepemc, St’at’imc, Creek (Muscogee), Anishinaabe, Peoria, Diné, Maya Kaqchikel, and Quechua. 
    • The Standing Rock Syllabus, according to NYC Stands, “contributes to the already substantial work of the Sacred Stones Camp, Red Warrior Camp, and the Oceti Sakowin Camp to resist the construction of the Dakota Access Pipeline, which threatens traditional and treaty-guaranteed Great Sioux Nation territory.

Race, The State, & Institutions

  • : co-authored by N.D.B. Connolly and Keisha N. Blain
    • Blain and Connolly examine the phenomena of the Trump election and impeding presidency through an excavation of White Supremacy, whiteness studies, and racism.
  • African American Intellectual History Society
    • This syllabus explores the racialization of welfare rhetoric and reform initiatives and situates the discussion in broader understand of race, racism, and neoliberalism.
  • : African American Intellectual History Society
    • According the AAINHS, the prison abolition syllabus “seeks to contextualize and highlight prison organizing and prison abolitionist efforts from the 13th Amendment’s rearticulation of slavery to current resistance to mass incarceration, solitary confinement, and prison labor exploitation.”

Critical Whiteness Studies

    • This syllabus historically and contemporarily contextualized and grapples with the meaning, significance, and impact of Whiteness. 

Media & Popular Culture 

  • : Candace Benbow and others
    • The Lemonade Syllabus pays homage to the critically acclaimed Beyonce album of the same title. The Lemonade album was heralded as novel art that celebrates Black women, their beauty, and their multiplicities. The Lemonade Syllabus, inspired by the album, acknowledges and tributes Black women through music, poetry, fiction, and references to womynism and Black feminist work.
  • Crystal Boson, PhD
    • Inspired by the film of the same name, the Get Out syllabus speaks to interpersonal dynamics of race and racism in America.

Women & Social Movements

  • The Red Papers
    • Borne of the Women’s March earlier this year, this syllabus speaks to politics, labor, and feminism.