This article de-centres imperialist, capitalist, patriarchal traditions of critical approaches in Curriculum Studies via an examination of experiences shared at the "Black Women's Gathering Place" (BWGP), a non-traditional space where a diverse, intergenerational group of Black women engage with each other through the sharing of stories. In the "BWGP," we enact components of Pinar's [2004. "What is Curriculum Theory?" Mahwah, NJ: Lawrence Erlbaum] concept of currere, simultaneously re-entering our collective and individual pasts and re-imagining our futures in an effort to reconcile our public and private selves. Taking up tenets of Black feminist theory, theoretical framings of hidden curriculum, and components of Ng-A-Fook's [2007. "An Indigenous Curriculum of Place: The United Houma Nation's Contentious Relationship with Louisiana's Educational Institutions". New York, NY: Peter Lang] "Curriculum of Place," we reconceptualise a curriculum of place/space that negotiates dominant norms expressed in social environments. In this space, we validate traditional knowledges upheld in communities of Black women across the Diaspora. The "BWGP" allows us to argue for a re-presentation of extant knowledge by and about Black women.