scholarly journals #SayHerName Loudly: How Black Girls Are Leading #BlackLivesMatter

2016 ◽  
Vol 106 ◽  
Author(s):  
Ileana Jiménez
Keyword(s):  
High School ◽  
Black Girls ◽  
Black Feminist ◽  
Angela Davis

In the style of a black feminist roundtable, black girls at LREI (Little Red School House & Elisabeth Irwin High School), the famous progressive school from which Angela Davis was graduated in 1961, discuss the ways in which they are leading the #BlackLivesMatter movement by using an intersectional feminist lens to create poetry and film to resist systems of oppression and to #SayHerName as well as their own.

scholarly journals Black Feminist Triptych

Homiletic ◽  
2020 ◽  
Vol 45 (2) ◽  
pp. 5-13
Author(s):  
Donyelle C. McCray
Keyword(s):  
Black Feminism ◽  
Alice Walker ◽  
Black Feminist ◽  
Speech Event ◽  
Angela Davis ◽  
June Jordan

Two driving features of Black feminism are care and collectivity. This article considers them as vectors for Christian preaching. I focus on a specific speech event that involves Alice Walker, Angela Davis, and June Jordan, and treat it as a case study for Black feminist preaching. Ultimately, I propose a triptych approach to preaching that entails layering sermonic messages, accommodating dissonance, and foregrounding mutuality.

Rethinking Spaces of Confinement Through Black Girl Embodiment

2021 ◽  
Author(s):  
Dominique C. Hill
Keyword(s):  
Juvenile Justice System ◽  
Black Girls ◽  
Social Identities ◽  
Black Feminist ◽  
High Stakes ◽  
Late 20Th Century ◽  
Race And Gender ◽  
And Gender ◽  
Feminist Organizing ◽  
The Relationship

Carcerality in educational settings tends to focus on the school-to-prison pipeline and other ways that bodies differentially marked by race, gender, and, more recently, sexuality and ability are punished and tracked into the juvenile justice system. The ongoing chain between marginalized bodies and criminality is evident in rates of incarceration based on race and gender specifically. Black lesbian feminist organizing of the late 20th century called attention to the relationship between social identities and carcerality. Expanding on this work, Black feminist scholarship argues that Black womxn and girls are inherently valuable and that liberation is necessary for autonomy. Scholarship, however, illustrates how freedom for Black womxn and girls are directly mediated by systems of race, gender, sexuality, class, as well as by the discourses created to maintain order through institutions such as schools and prisons. Building on the preceding connections between social identities and confinement, Black girls’ specific encounters with high-stakes policies, such as zero-tolerance, and school discipline reveal new textures and distinct qualities of carcerality that expand education’s understanding of carceral spaces and experiences. In a society that presumes Black girls need no protection because their Blackness is feared while their femininity remains unrealized, Black girls’ bodily deliberations and embodied choices are acts of resistance and self-definition.

Chapter 3: Waking up Woke: Exploring Black Female Youth Critical Consciousness and Sociopolitical Development

2021 ◽  
Vol 123 (13) ◽  
pp. 1-26
Author(s):  
Abiola Farinde-Wu ◽  
Jemimah L. Young ◽  
Sam Texeira
Keyword(s):  
High School ◽  
Research Question ◽  
Black Girls ◽  
Black Female ◽  
Sociopolitical Development ◽  
Critical Race Feminism ◽  
Educational Initiative ◽  
Female Youth ◽  
School Based

Background/Context Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. Of the latter, SPD is vital in empowering youth from traditionally marginalized communities to challenge inequities. However, SPD has largely remained absent from U.S. classrooms. Purpose/Objective/ Research Question/Focus of Study Considering the absence of SPD in U.S. classrooms, this case study explores the SPD of Black female preservice teachers and their Black female high school mentees in a two-year tutoring and mentoring school-based program. Our study captures the woke pedagogical experiences that advanced participants’ co-constructed CC. As such, we seek to describe student exemplars of what it means to be awakened and stay woke through an analysis of interviews, journal reflections, and video data. To this end, the research question that guided this study was: What are the perspectives of Black female youth as they co-construct CC toward SPD in a two-year tutoring and mentoring school-based program? Research Design Through the lenses of critical race feminism and woke pedagogies, this study used a single case study design. Case study is appropriate for this study because it highlights the particularity and complexities of one unit of analysis. Findings Our findings capture the perspectives of Black female youth as they cultivate CC toward sociopolitical development in one educational initiative geared toward partnering undergraduate and high school students. An examination of data through the lens of critical race feminism and woke pedagogies spotlighted the perspectives of our participants as they co-constructed CC through woke pedagogical experiences. Mentors deepened their CC on race, and mentees gained heightened awareness of gendered and racialized school procedures and policies. Black girls in this study woke up (CC) and stayed woke through their activism (SPD). Conclusions In sharing the perspectives of Black female youth as they cultivated SPD, it is our intention that the critical approach and experiences that we have described capture the methods and strategies that one educational initiative implemented to empower and promote agency among Black female students. As an example of woke pedagogy, this educational initiative offered Black girls at the intersection of race, gender, and class an opportunity to critically question their world and become aware of racial and social injustices impacting their everyday lives and community.

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.

Incorporating intersectional musicality within the classroom: Black feminism through Nina Simone and Janelle Monáe

2020 ◽  
Vol 4 (3) ◽  
pp. 311-328 ◽  
Author(s):  
Jasmine Hines
Keyword(s):  
Black Women ◽  
Music Education ◽  
Black Girls ◽  
Black Feminist ◽  
Social Justice Advocacy ◽  
Black Feminists ◽  
Dominant Society ◽  
History Of ◽  
Education And Society ◽  
Nina Simone

In an age of social justice advocacy within education, the work of Black women continues to be excluded from the hegemonic educational canon despite the long history of Black feminists advocating for the eradication of systemic oppressive systems in education. By examining the livelihoods and music created by Black feminist musicians, music educators may begin to reflect on how Black women’s positionality within society has had a direct influence on the music they created within a White culturally dominant society. The purpose of this article is to conceptualize how the intersectional musicality of Nina Simone and Janelle Monáe – informed by the conceptual framework of Black Feminist Thought – can speak to the experiences that Black girls and women face within music education and society.

Envisioning Black Girl Futures

2017 ◽  
Vol 6 (3) ◽  
pp. 65-77 ◽  
Author(s):  
Aria S. Halliday
Keyword(s):  
Hip Hop ◽  
Sexual Politics ◽  
Black Girls ◽  
Sexual Pleasure ◽  
Self Determination ◽  
Black Feminist ◽  
Black Girl ◽  
Black Vernacular ◽  
Black Girlhood ◽  
Fertile Ground

Black girlhood exists in a world that is constantly trying to negate it. Black vernacular traditions, too, allow girls to be considered “fast” or “womanish” based on their perceived desire or sexuality. However, Black girlhood studies presents a space where Black girls can claim their own experiences and futures. This essay engages how Nicki Minaj's “Anaconda” is fertile ground to help demystify Black girls’ possibilities for finding sexual pleasure and self-determination. Using hip-hop feminism, I argue that “Anaconda” presents a Black feminist sexual politics that encourages agency for Black girls, providing a “pinkprint” for finding pleasure in their bodies.

The Wiz Redux; or, Why Queer Black Feminist Spectatorship and Politically Engaged Popular Entertainment Continue to Matter

2019 ◽  
Vol 60 (03) ◽  
pp. 325-354
Author(s):  
La Donna L. Forsgren
Keyword(s):  
Young Women ◽  
Black Girls ◽  
Bad News ◽  
Growing Up ◽  
Black Household ◽  
Black Feminist ◽  
The West ◽  
Popular Entertainment ◽  
Collard Greens ◽  
First Time

I don't remember the very first time I watched The Wiz (1978). Growing up in a black household during the 1980s, the film was as much a part of my upbringing as the countless hours I spent removing my Jheri curl activator from the sofa, practicing the moonwalk, or listening to my mother and sister's annual Thanksgiving argument about how much salt should go into the collard greens. What I do remember is how much I enjoyed watching The Wiz. Each Thanksgiving Day my six sisters and I would gather around the television set and watch our heroine Dorothy (Diana Ross) travel from her aunt's Harlem apartment to the magical land of Oz. We celebrated the fact that Dorothy ultimately vanquishes her seemingly more powerful foe Evillene, the Wicked Witch of the West (Mabel King). As young black girls, we identified with Dorothy's plight. While we were not battling powerful witches, we were constantly resisting our mother's attempts to socialize us into “respectable” young women. As such, we were fascinated by Evillene, the most oppressive force within Dorothy's life. The gargantuan size of Evillene's body, the hideousness of her face, and the force of her supernatural powers both excited and repulsed us. We eagerly anticipated her first appearance in the film, bursting through the doors of her sweatshop belting, “Don't Nobody Bring Me No Bad News.” We reveled in drawing comparisons between Evillene and our mother, hoping that one day we too could defeat her.

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.

Answering the crisis with intellectual activism: Making a difference as business schools scholars

2019 ◽  
Vol 73 (5) ◽  
pp. 737-757 ◽  
Author(s):  
Alessia Contu
Keyword(s):  
Business School ◽  
Social Economic ◽  
Judith Butler ◽  
Antonio Gramsci ◽  
Black Feminist ◽  
Angela Davis ◽  
Management Association ◽  
Making A Difference ◽  
Patricia Hill Collins ◽  
Intellectual Activism

Should business school scholars engage in intellectual activism? This article explicates the origin, the intellectual tradition and politics of intellectual activism, making a case for why management scholars might want to become intellectual activists. Intellectual activism has been elaborated in Patricia Hill Collins’ contributions and the work of other black feminist intellectuals and activists such as Angela Davis. Together with the writings of Antonio Gramsci and Judith Butler, intellectual activism is reframed here as a particular type of critical performativity to help scholars make a difference in the world. This article invites scholars to answer the challenges posed by the crisis of neoliberalism, and to re-articulate the values of equality, freedom and solidarity by embodying an academic praxis that is progressive, intersectional, critical and concretely engaged in the service of social, economic and epistemic justice. The article also provides examples of intellectual activism by showcasing the activities of the critical management association, Vida.

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