Weitere Artikel dieser Ausgabe durch Wischen aufrufen
This article explores Black feminist pedagogical practices as a viable intervention alternative to traditional methods of educating Black girls. The authors highlight two qualitative research studies that applied Black feminist praxis to non-traditional urban classroom contexts, in order to facilitate the social and intellectual empowerment of young Black women. Through an explicit focus on love as a central tenet of authentically caring and healing pedagogies, this article seeks to facilitate a more complex understanding of how entangled social identities influence learning. Moreover, by situating the analyses of Black young women at the center of each study, the research described in this article positions youth as experts of their sociopolitical location, and empowers them to push conversations around educational equity forward in the service of all learners who are marginalized within the public education system.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Beauboeuf-Lafontant, T. (2002). A womanist experience of caring: Understanding the pedagogy of exemplary Black women teachers. The Urban Review, 34(1), 71–86. CrossRef
Berlant, L. (2011). A properly political concept of love: Three approaches. Cultural Anthropology, 26(4), 683–691. CrossRef
Brock, R. (2010). Sista talk: The personal and the pedagogical. New York, NY: Peter Lang Publishing.
Brown, R. N. (2013). Hear our truths: The creative potential of black girlhood. Champaign, IL: University of Illinois Press.
Collins, P. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York: Routledge.
Collins, M., & Tamarkin, C. (1990). Marva Collins’ way: Returning to excellence in education. New York: Putnam.
Cook, M. (2005). ‘A place of their own’: Creating a classroom ‘third space’ to support a continuum of text construction between home and school. Literacy, 39(2), 85–90. CrossRef
Crenshaw, K. W., & Ritchie, A. J. (2015). Say her name: Resisting police brutality against Black women. Retrieved from African American Policy Forum and the Center for Intersectionality and Social Policy Studies: http://static1.squarespace.com/static/53f20d90e4b0b80451158d8c/t/55a810d7e4b058f342f55873/1437077719984/AAPF_SMN_Brief_full_singles.compressed.pdf.
Daniels, E. (2012). Fighting, loving, teaching: An exploration of hope, armed love and critical urban pedagogies. Rotterdam: Sense Publishers. CrossRef
Darling-Hammond, L. (2007). The flat earth and education: How America’s commitment to equity will determine our future. Educational Researcher, 36(6), 318–334. CrossRef
Davis, A. (1983). Women, race, & class. New York: Random House.
Dixson, A. (2003). ‘Let’s do this!’: Black women teachers’ politics and pedagogy. Urban Education, 32(2), 217–235. CrossRef
Dixson, A., & Dingus, J. (2008). In search of our mother’s gardens: Black women teachers and professional socialization. Teachers College Record, 110(4), 805–837.
Evans-Winters, V. E. (2011). Teaching Black girls: Resiliency in urban classrooms (2nd ed.). New York NY: Peter Lang.
Evans-Winters, V. E., & Esposito, J. (2010). Other people’s daughters: Critical race feminism and Black girls’ education. Educational Foundations, 24(1/2), 11–24.
Harris-Perry, M. (2011). Sister citizen: Shame, stereotypes, and Black women in America. New Haven: Yale University Press.
Henry, A. (1998). “Invisible” and “womanish”: Black girls negotiating their lives in an African-centered school in the USA. Race Ethnicity and Education, 1(2), 151–170. CrossRef
Henry, A. (2009). “Speaking up” and “speaking out”: Examining “voice” in a reading/writing program with adolescent African Caribbean girls. Journal of Literacy research, 30(2), 233–252. CrossRef
Hill, M. L. (2009). Wounded healing: Forming a storytelling community in Hip-Hop Lit. Teachers College Record, 111(1), 248–293.
Hooks, B. (1989). Talking back : Thinking feminist, thinking Black. Boston, MA: South End Press.
hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
hooks, B. (2000). Feminism is for everybody: Passionate politics. Cambridge, MA: South End Press.
hooks, B. (2003). Teaching community: A pedagogy of hope. New York: Routledge.
Hudson, P. J. (2014). The geographies of blackness and anti-blackness: An Interview with Katherine McKittrick. The CLR James Journal, 20, 233–240. CrossRef
Hurston, Z. N. (1937). Their eyes were watching God: A novel. Philadelphia: J.B. Lippincott Co.
Irvine, J. J. (1990). Black students and school failure. Policies, practices, and prescriptions. Journal of Negro Education, 60(2).
Johnson, L. L. (2017). The racial hauntings of one Black male professor and the disturbance of the self(ves): Self-actualization and racial storytelling as pedagogical practices. Journal of Literacy Research, 49(4), 476–502. CrossRef
Joseph, G. I. (1995). Black feminist pedagogy and schooling in White capitalist America. In B. Guy-Sheftall (Ed.), Words of fire: An anthology of African-American feminist thought (pp. 462–471). New York, NY: The New York Press.
Kitto, S., Nordquist, J., Peller, J., Grant, R., & Reeves, S. (2013). The disconnections between space, place, and learning in interprofessional education: An overview of key issues. Journal of Interprofessional Care, 27(2), 5–8. CrossRef
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12. CrossRef
Lane, M. (2015). Black girl interrupted: A reflection on the challenges, contradictions, and possibilities in transitioning from the community to the academy. In V. Evans-Winters & B. Love (Eds.), Black feminism in education: Black women speak back, up, and out. New York, NY: Peter Lang.
Lane, M. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity and Excellence in Education, 50(1), 13–24. CrossRef
Lane, M. (2018). “For real love”: How Black girls benefit from a politicized ethic of care. International Journal of Educational Research, 27(3), 269–290.
Lorde, A. (1984). Sister outsider: Essays and speeches. Berkeley, CA: Crossing Press.
McArthur, S. A. (2018). Institutional violence: The assault on Black girls in schools. Journal of Language and Literacy Education. Retrieved April 07, 2018 from http://jolle.coe.uga.edu/wp-content/uploads/2018/04/April-2018_McArthur_Final.pdf.
McArthur, S. A. (2019). My Sister, Myself: Why the miseducation of black girls requires spaces and places for their healing. In B. Love & B. Sankofa-Waters (Eds.), Lauryn Hill Reader. New York: Peter Lang Publishing.
Mogadime, D. (2000). Black girls/Black women-centered texts and Black teachers as othermothers. Journal of the Association for the Research on Mothering, 2(2), 222–233.
Morris, E. W. (2007). “Ladies” or “loudies”? Perceptions and experiences of Black girls in classrooms. Youth and Society, 38(4), 490–515. CrossRef
National Center for Education Statistics. (2017). Fast Facts. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=72.
Phillips, L. (2006). The womanist reader. New York: Routledge. CrossRef
Picower, B. (2009). The unexamined Whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197–215. CrossRef
Power-Carter, S. (2007). “Reading all that white crazy stuff”: Black young women unpacking Whiteness in a high school British literature classroom. Journal of Classroom Interaction, 41(2), 42–54.
Richardson, E. (2013). Developing critical hip hop feminist literacies: Centrality and subversion of sexuality in the lives of Black girls. Equity and Excellence in Education, 46(3), 327–341. CrossRef
Roseboro, D. L., & Ross, S. N. (2009). Care-sickness: Black women educators, care theory, and a hermeneutic of suspicion. Educational Foundations, 23(3/4), 19–40.
Schwartz, J. (2014). Classrooms of spatial justice: Counter-spaces and young men of color in a GED program. Adult Education Quarterly, 64(2), 110–127. CrossRef
Sears, S. D. (2010). The negotiation of power and identity within the Girls Empowerment Project. Albany, NY: The New York Press.
Smith-Evans, L., George, J., Graves, F. G., Kaufmann, L. S., & Frohlich, L. (2014). Unlocking opportunity for African American girls: A call to action for educational equity. Washington, DC: National Women’s Law Center.
Valenzuela, Angela. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
Winn, M. T. (2010). ‘Our side of the story’: Moving incarcerated youth voices from margins to center. Race, Ethnicity and Education, 13(3), 313–325. CrossRef
- Schoolin’ Black Girls: Politicized Caring and Healing as Pedagogical Love
Sherell A. McArthur
- Springer Netherlands
The Urban Review
Issues and Ideas in Public Education
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
Entwicklung einer Supply-Strategie bei der Atotech Deutschland GmbH am Standort Feucht