Engendering #blackgirljoy. How to cultivate empowered identities and educational persistence in struggling schools.

Autor/in	Lane, Monique
Titel	Engendering #blackgirljoy. How to cultivate empowered identities and educational persistence in struggling schools.
Quelle	New York: Peter Lang (2021), XIII, 207 S.Verfügbarkeit
Reihe	Urban girls. 1
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781433158797; 9781433158780 (Taschenbuch); 9781433158827
Schlagwörter	USA; African American girls; Education (Secondary); Social aspects; United States; Urban schools; Feminism and education; Culturally relevant pedagogy; Erziehung + Suchen Sie Ihr Suchwort? African Americans; Girl; Girls; Afroamerikaner; Mädchen; Secondary education; Secondary Education; Sekundarbereich; Social behavior; Social behaviour; Soziales Verhalten; USA; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Feminism; Education; Feminismus; Bildung; Erziehung; Pedagogy; Cultural behavior; Cultural behaviour; Relevance; Culture; Erziehungslehre; Kulturelles Verhalten; Relevanz; Kultur
Abstract	A call for identity work -- Taking the road less travelled -- invisibility and hyper-visibility: perceptions of black girls in an urban school -- Unpacking the pedagogy of black girls united -- From subordinated to self-defined -- Engendering #blackgirljoy: black feminist pedagogy as a site of resistance. "Despite recent efforts toward urban school reform, there has been a general failure to examine the complex socio-cultural contexts in which Black female students are situated and the ways in which their subordination is perpetuated in schools. While vestiges of a culturally responsive pedagogical movement are apparent in some schools, endeavors to engage urban African-American female youth often translate into curricula that reinforces controlling, stereotypical images of Black femininity--and therefore remains disengaging for these students. As an African-American female high school teacher working at my alma mater, I recognized how the simultaneity of oppressions that young Black women results in disassociation with school. As a result, I sought to create a safe space for these learners to develop their social and intellectual agency beyond the traditional classroom walls. I founded an organization at King High School (a pseudonym) entitled Black Girls United (BGU). The program was grounded in Black feminist theory, and borrowed from the major tenets of Black feminist pedagogy. For two academic years, African-American female students were empowered through the use of critical feminist literature, popular cultural texts, and student-facilitated analytical discourse. Through an analysis of two years of field notes, classroom video footage, student artifacts, in-depth interviews with former participants, and my Black feminist curriculum, this book examines how the pedagogical structure of Black Girls United fostered within participants the skill set to circumvent prescribed notions of African-American femininity, and engendered within students an authentic craving for intellectual rigor" --Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2021/4/11