Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls

2016 ◽  
Vol 28 (6) ◽  
pp. 786-806 ◽  
Author(s):  
Tiffany M Nyachae
Keyword(s):  
Black Women ◽  
Black Feminism ◽  
Black Girls ◽  
Women Teachers

scholarly journals Awkward Black girls and post-feminist possibilities: Representing millennial Black women on television in Chewing Gum and Insecure

2019 ◽  
Vol 14 (4) ◽  
pp. 435-450 ◽  
Author(s):  
Francesca Sobande
Keyword(s):  
Black Women ◽  
Black Feminism ◽  
Black Girls ◽  
Chewing Gum ◽  
Media Discourse ◽  
Black Feminist ◽  
Contemporary Context

Focusing on television depictions of ‘millennial’ Black women, this article explores how such on-screen identities are crafted through entwined issues concerning race, gender, sexuality and feminism. Theorising post-feminism in this contemporary context necessitates discussion of post-feminism’s (dis)connection to and from Black feminism and the politics of intersectionality. Thus, this article examines how Black feminist and post-feminist media sentiments push against each other in ways that may indicate a form of Black post-feminist television. It considers how ‘millennial’ Black women are depicted in Chewing Gum (2015–2017) and Insecure (2016–present) and analyses how feminist media discourse is implicated in these representations.

City Girls, hot girls and the re-imagining of Black women in hip hop and digital spaces

2020 ◽  
Vol 1 (1) ◽  
pp. 47-70 ◽  
Author(s):  
Kyesha Jennings
Keyword(s):  
Black Women ◽  
Hip Hop ◽  
Female Sexuality ◽  
Black Feminism ◽  
Interdisciplinary Approach ◽  
Black Girls ◽  
Black Female ◽  
Gender Performance ◽  
Participatory Culture ◽  
Digital Spaces

Through a hip hop feminist lens, how are we to interpret black girls’ and women’s self-identification in digital spaces that visibly resonate with new/remixed images? And more importantly, what happens when black female rap artists and their fan base disrupt, subvert or challenge dominant gender scripts in hip hop in order to navigate broader discourses on black female sexuality? Drawing on the work of Joan Morgan and hip hop feminist scholarship in general, this essay aims to offer a critical reading of ‘hot girl summer’. Inspired by Houston rapper Megan Thee Stallion’s lyrics on ‘Cash Shit’, where she raps about ‘real hot girl shit’, the phrase has morphed into a larger-than-life persona not only for Megan’s rap superstar profile, but also for a number of black girls. According to Megan, a hot girl summer is ‘about women and men being unapologetically them[selves] […] having a good-ass time, hyping up their friends, doing [them]’. What does ‘hot girl summer’ tell us about significant changes in the ways that black women cultivate community in digital spaces, how they construct their identities within systems of controlling images and grapple with respectability politics? In order to address these questions with a critical lens, using an interdisciplinary approach grounded in black feminism and hip hop feminism, this essay offers a theoretical approach to a digital hip hop feminist sensibility (DHHFS). Too little has been said about black women’s representation in digital spaces where they imagine alternative gender performance, disrupt hegemonic tropes and engage in participatory culture.

Women’s Activism in the Modern Movement for Black Liberation

2017 ◽  
Author(s):  
Aisha A. Upton ◽  
Joyce M. Bell
Keyword(s):  
Black Women ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Feminism ◽  
Direct Action ◽  
Black Power Movement ◽  
Women's Activism ◽  
Black Liberation ◽  
Women's Participation ◽  
Modern Movement

This chapter examines women’s activism in the modern movement for Black liberation. It examines women’s roles across three phases of mobilization. Starting with an exploration of women’s participation in the direct action phase of the U.S. civil rights movement (1954–1966), the chapter discusses the key roles that women played in the fight for legal equality for African Americans. Next it examines women’s central role in the Black Power movement of 1966–1974. The authors argue that Black women found new roles in new struggles during this period. The chapter ends with a look at the rise of radical Black feminism between 1974 and 1980, examining the codification of intersectional politics and discussing the continuation of issues of race, privilege, and diversity in contemporary feminism.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

scholarly journals Black feminist intersectionality is vital to group analysis: Can group analysis allow outsider ideas in?

2021 ◽  
pp. 053331642199776
Author(s):  
Suryia Nayak
Keyword(s):  
Black Women ◽  
Black People ◽  
Black Feminism ◽  
Group Analysis ◽  
Black Feminist ◽  
Online Platform ◽  
Large Group ◽  
Diversity And Inclusion ◽  
Analytical Structure ◽  
The Relationship

This is the transcript of a speech I gave at an Institute of Group Analysis (IGA) event on the 28th November 2020 about intersectionality and groups analysis. This was momentous for group analysis because it was the first IGA event to focus on black feminist intersectionality. Noteworthy, because it is so rare, the large group was convened by two black women, qualified members of the IGA—a deliberate intervention in keeping with my questioning of the relationship between group analysis and power, privilege, and position. This event took place during the Covid-19 pandemic via an online platform called ‘Zoom’. Whilst holding the event online had implications for the embodied visceral experience of the audience, it enabled an international attendance, including members of Group Analysis India. Invitation to the event: ‘Why the black feminist idea of intersectionality is vital to group analysis’ Using black feminist intersectionality, this workshop explores two interconnected issues: • Group analysis is about integration of parts, but how do we do this across difference in power, privilege, and position? • Can group analysis allow outsider ideas in? This question goes to the heart of who/ what we include in group analytic practice—what about black feminism? If there ‘cannot possibly be one single version of the truth so we need to hear as many different versions of it as we can’ (Blackwell, 2003: 462), we need to include as many different situated standpoints as possible. Here is where and why the black feminist idea of intersectionality is vital to group analysis. On equality, diversity and inclusion, intersectionality says that the ‘problems of exclusion cannot be solved simply by including black [people] within an already established analytical structure’ (Crenshaw, 1989: 140). Can group analysis allow the outsider idea of intersectionality in?

Black Parents as Achievement Socialization Agents for Black Girls

2018 ◽  
pp. 762-773
Author(s):  
Jemimah L. Young ◽  
Jamaal R. Young
Keyword(s):  
Black Women ◽  
Educational System ◽  
Black Girls ◽  
Academic Resilience ◽  
Black Parents ◽  
Academic Identities ◽  
Teachers And Parents ◽  
Socialization Agents ◽  
The U.S ◽  
Better Than

The achievement socialization of Black girls is highly dependent upon the interactions within their sphere of socialization. Black gender socialization patterns may build an academic resilience in Black women that gives them the capacity to navigate the U.S. educational system substantially better than their male counterparts. In this chapter, the authors describe how parents and teachers can leverage the racial, disciplinary, and academic identities of Black girls to increase their performance in mathematics. This chapter equips teachers and parents with explicit tools to build on the trends observed in prior research. These tools can help parents and teachers build bridges to mathematics success for Black girls.

Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline

2017 ◽  
Vol 50 (1) ◽  
pp. 56-86 ◽  
Author(s):  
Conra D. Gist ◽  
Terrenda White ◽  
Margarita Bianco
Keyword(s):  
Black Women ◽  
Education Reform ◽  
Educational Equity ◽  
Black Girls ◽  
Collective Learning ◽  
Social Emotional ◽  
Black Feminist ◽  
12Th Grade ◽  
Educational Spaces ◽  
Feminist Theories

This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls’ intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls’ agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.

Replaying Video Game History as a Mixtape of Black Feminist Thought

2020 ◽  
Vol 6 (1) ◽  
pp. 93-118
Author(s):  
TreaAndrea M. Russworm ◽  
Samantha Blackmon
Keyword(s):  
Black Women ◽  
Video Games ◽  
Digital Media ◽  
Video Game ◽  
Black Feminism ◽  
Women Performers ◽  
Women's Labor ◽  
Black Feminist ◽  
Combahee River Collective ◽  
Game Industry

This article, a Black feminist mixtape, blends music, interviews, and critical analysis in order to demonstrate some of the ways in which Black women have impactfully engaged with the video game industry. Organized as musical “tracks,” it uses lyrics by Black women performers as a critical and cultural frame for understanding some of the work Black women have done with video games. In prioritizing the personal as not only political but also instructive for how we might think about digital media histories and feminism, each mixtape track focuses on Black women's lived experiences with games. As it argues throughout, Black feminism as defined and experienced by the Combahee River Collective of the 1970s has been an active and meaningful part of Black women's labor and play practices with video games.

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