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

Nyachae, Tiffany M.

doi:10.1080/09540253.2016.1221896

Cited by 35 publications

(21 citation statements)

References 15 publications

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“…Although SOLHOT, with Girls for Gender Equity, Sisters in Strength Youth Organizers, and similar types of programs and organizations often operate primarily outside formal educational spaces, there are Black women educators doing this work inside school spaces. Nyachae (2016) critically examined the Sisters of Promise curriculum that she and three other Black women educators created for Black girls at the middle school where they worked. Nyachae highlights the contradictions that emerged through reflection on the curriculum in theory and practice.…”

Section: Discussionmentioning

confidence: 99%

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The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

Andrews

Brown

Castro

et al. 2019

American Educational Research Journal

126

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The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls’ meaning making about and critical examination of individual and collective schooling experiences.

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Section: Discussionmentioning

confidence: 99%

“…She states,As Black women teachers, our aim was to improve the schooling experiences of our Black girls and to empower them, but we were faced with the stark reality that these girls had to survive within an individualistic, disciplinary, White school culture, and so did we. (Nyachae, 2016, p. 800)…”

Section: Discussionmentioning

confidence: 99%

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

Andrews

Brown

Castro

et al. 2019

American Educational Research Journal

126

View full text Add to dashboard Cite

show abstract

“…Similarly, Black Girl curricula can also prove to be rich ground to help Black girls develop strong sense of self, community, and vision for future possibilities. As cocreator of the Sisters of Promise curriculum, Nyachae (2016) and her partners place the stories and lived experiences of Black girls at the center of their teaching practices. The program curriculum, which was created by "Black women teachers for Black girls within the margins of school" (p. 787), intentionally takes account the girls' sociocultural and geopolitical location-Black girls from the northeast region of the United States who qualified for free or reduced lunch.…”

Section: Black Girl Charting: Curricula and Digital Spacesmentioning

confidence: 99%

Black Girl Cartography: Black Girlhood and Place-Making in Education Research

Butler

2018

Review of Research in Education

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Drawing on research in education, Black Girlhood studies, and conversations connected to girlhood and cartography, this chapter calls for transdisciplinary analyses of Black girls' sociocultural and geopolitical locations in education research. In reviewing education research documenting the practices and interrogating the experiences of Black girls, I propose the framework of Black Girl Cartography. In addition to an analysis of education research, I offer a series of theoretical and methodological openings for transformative and liberatory work grounded in Black Girl knowledge and practices. BlaCk GiRl CaRToGRaPhiEs "Intersectional Black feminism," or intersectionality rooted in Black feminist practices and theories (Blige, 2010, 2013; Carastathis, 2014; Collins, 2000), names the multiple axes of difference and makes clear how equitable and ethical interventions should be conceived. In other words, since Black women experience oppressions along the lines of space, place, race, gender, sexuality, and class, liberation should be imagined along those same lines. For example, in 1990, eight teenagers raped and murdered Harbour, a 26-year-old Black woman who was also a mother in Dorchester, Massachusetts (Crenshaw, 1991). Kimberlé Crenshaw (1991) discusses the ways that Harbour's story did not draw as much media attention as White women who were assaulted or reported missing that year. Yet there was little discussion about the interplay of patriarchy, misogyny, and the structural inequities that shaped Dorchester into a dangerous location for young women of color. How might the impending gentrification of the historically poor neighborhood transform it into a place of violence against Black female bodies, and the erasure of said violence? Similar questions can be asked of Baltimore, Maryland (Alphonza Watson

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“…We ground this study in scholarship that foregrounds the importance of humanizing pedagogies and research in education (e.g., Paris & Winn, 2014). We also build from related work that highlights the complexities of such endeavors—specifically the warning that, left unexamined, efforts to disrupt traditional practices can have the unintended consequence of reinforcing the status quo (e.g., Lodge, 2005; Nyachae, 2016; Tuck & Yang, 2014). Using positioning theory as an analytic tool, we addressed the following two research questions: How were 12th-grade literacy mentors positioned by themselves and others (e.g., the teacher, university researchers, other mentors) within the classroom?…”

mentioning

confidence: 99%

Positioning Adolescents in Literacy Teaching and Learning

Frankel

Fields

Kimball-Veeder

et al. 2018

Journal of Literacy Research

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Secondary literacy instruction often happens to adolescents rather than with them. To disrupt this trend, we collaborated with twelfth-grade "literacy mentors" to reimagine literacy teaching and learning with tenth-grade mentees in a public high school classroom. We used positioning theory as an analytic tool to (a) understand how mentors positioned themselves and how we positioned them and (b) examine the literacy practices that enabled and constrained the mentor position. We found that our positioning of mentors as collaborators was taken up in different, sometimesunexpected ways as a result of the multiple positions available to them as well as institutionallevel factors that shaped what literacy practices were and were not negotiable. We argue that future collaborations with youth must account for the rights and duties of all members of a classroom community, including how those rights and duties intersect, merge, or come into conflict within and across practices.

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

Cited by 35 publications

References 15 publications

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

Black Girl Cartography: Black Girlhood and Place-Making in Education Research

Positioning Adolescents in Literacy Teaching and Learning

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