Black girls and women in the west reside at the nexus of racism and sexism, pinned down by a vitriolic hate for the black feminised body that is wedded to legacies of slavery. Dominant discourses configure these bodies as animalistic and other (than human), thus informing a range of (educational) policies, practices, and programmes. These narratives shape teachers' curricular and pedagogical practices in ways that potentially objectify and wound black girls. In this paper, we use Andrea Lee's "Sarah Phillips" [Lee, Andrea. 1984. "Sarah Phillips." Boston, MA: Northeastern University Press] and Danzy Senna's "Caucasia" [Senna, Danzy. 1999. "Caucasia." New York: Riverhead] to trouble said dominant discourses by engaging in 'reparative readings' [Sedgwick, Eve. 2003. "Touching Feeling: Affect, Pedagogy, Performativity." Durham: Duke University Press Books] of the texts' black female protagonists. We re-read these main characters' bodies as sites of pleasure and possibility, not singularly or solely harm. In doing so, we show how curriculum theorising can be mobilised for repair, and can function to humanise othered and marginalised bodies.