ABSTRACT
Through an intersectional lens, this chapter offers an often overlooked perspective, the journey of exceptional giftedness for Black women. The author problematizes the accelerated journey, offering her understanding of ways to unpack the intense nature of giftedness and exceptionality, and charts the situated knowledge that unfolded from her academic trajectory. The author uses Woodson's and Hill's language of miseducation to guide the reader through her P–16 experiences, and the ways in which these encounters created a maelstrom of challenges in her doctoral journey.
