Toward Being Nobody's Darling: A Womanist Reframing of School Climate

Autor/in	Edwards, Erica B.
Titel	Toward Being Nobody's Darling: A Womanist Reframing of School Climate
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 7, S.759-772 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edwards, Erica B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1753254
Schlagwörter	African American Students; Feminism; Educational Environment; Suspension; Expulsion; Females; Racial Differences; Urban Schools; Public Schools; Justice; Student Experience; Educational Change; High School Students; Racial Bias; Racial Discrimination; Bullying + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Feminismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausschluss; Schulausschluss; Relegation; Weibliches Geschlecht; Rassenunterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Gerechtigkeit; Studienerfahrung; Bildungsreform; High school; High schools; Oberschule; Racial discrimination; Rassismus; Racial bias; Mobbing
Abstract	This article demonstrates how (bad) girl performances rupture the inherently violent logic undergirding exclusionary discipline through the schooling experiences of five Black girls on probation. In so doing, it reveals a clear need for the abolition of suspension, expulsion and school-based arrest and relays a new focus on freedom dreaming for harmonious, womanist, healing-informed school climates. In so doing, it calls educators to nurture the liberatory promise in Black girls who experience school conflict by affirming their resistance, rejection, or indifference to white femininity and Black respectability. Such a move takes us away from perceptions, policies, and practices reinscribing Black girlhood as problematic and brings us toward schooling experiences that invite and honor the fullness of their being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01