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This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls’ narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls’ experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls’ "choices" within systems that they do not feel they can change. Part two highlights girls’ active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.
This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, resist oppression, and envision transformation. It offers a range of pedagogies, policies, and practices educators can adopt, making it ideal for professionals, policy makers and academics.
Black Girls Experiencing Their Intersectional Identities in School explores the subjective experience of Black girls within the educational context. Based on interviews, diary entries, and focus groups, the author argues that as a result of their intersectional identities, Black girls experience unique challenges and obstacles in the educational setting. Addressing topics ranging from interpersonal relationships, social media, beauty, sexuality, hypervisibility/invisibility, and microaggressions, this book highlights the voices and experiences of Black girls between the ages of 11 and 15. The Girls provide a narrative account of the challenges they face daily in the educational context, describing in detail, the factors that maintain and perpetuate volatile conditions. Additionally, this book explores the coping strategies that this group of Black girls developed to resist and respond to the daily obstacles. Ultimately, this book not only identifies the unique struggles faced by Black girls in schools as a result of their intersectional identities; but most importantly, this work explores pragmatic strategies that can be implemented to create safe and beneficial spaces for Black Girls. The author argues that through the implementation of Black Feminist Pedagogy, an “Ethic of Caring,” and partnerships with Black Girl Empowerment organizations, educational practitioners can mediate the negative experiences and create spaces for growth.
Strong Black Girls lays bare the harm Black women and girls are expected to overcome in order to receive an education in America. It captures the routinely muffled voices and experiences of these students through storytelling, essays, letters, and poetry. The authors make clear that the strength of Black women and girls should not merely be defined as the ability to survive racism, abuse, and violence. Readers will also see resistance and resilience emerge through the central themes that shape these reflective, coming-of-age narratives. Each chapter is punctuated by discussion questions that extend the conversation around the everyday realities of navigating K–12 schools, such as sexuality, intergenerational influence, self-love, anger, leadership, aesthetic trauma (hair and body image), erasure, rejection, and unfiltered Black girlhood. Strong Black Girls is essential reading for everyone tasked with teaching, mentoring, programming, and policymaking for Black females in all public institutions. Book Features: A spotlight on the invisible barriers impacting Black girls’ educational trajectories.A survey of the intersectional notions of strength and Black femininity within the context of K–12 schooling.Narrative therapy through unpacking system stories of oppression and triumph. Insights for building skills and tools to make substantial and lasting change in schools.
This volume addresses the underlying intersections of race, class, and gender on immigrant girls’ experiences living in the US. It examines the impact of acculturation and assimilation on Ethiopian girls’ academic achievement, self-identity, and perception of beauty. The authors employ Critical Race Theory, Critical Race Feminism, and Afrocentricity to situate the study and unpack the narratives shared by these newcomers as they navigate social contexts rife with racism, xenophobia, and other forms of oppression. Lastly, the authors examine the implications of Ethiopian immigrant identities and experiences within multicultural education, policy development, and society.
Geographies of Girlhood: Identities In-Between explores how adolescent girls come to understand themselves as female in this culture, particularly during a time when they are learning what it means to be a woman and their identities are in-between that of child and adult, girl and woman. It illuminates the everyday realities of adolescent girls and the real issues that concern them, rather than what adult researchers think is important to adolescent girls. The contributing authors take seriously what girls have to say about themselves and the places and discursive spaces that they inhabit daily. Rather than focusing on girls in the classroom, the book explores adolescent female identity in a myriad of kid-defined spaces both in-between the formal design of schooling, as well as outside its purview--from bedrooms to school hallways to the Internet to discourses of cheerleading, race, sexuality, and ablebodiness. These are the geographies of girlhood, the important sites of identity construction for girls and young women. This book is situated within the fledgling field of Girls Studies. All chapters are based on field research with adolescent girls and young women; hence, the voices of girls themselves are primary in every chapter. All of the authors in the text use the notion of liminality to theorize the in-between spaces and places of schools that are central to how adolescent girls construct a sense of self. The focus of the book on the fluidity of femininity highlights the importance of race, class, sexual orientation, and other salient features of personal identity in discussions of how girls construct gendered identities in different ways. Geographies of Girlhood: Identities In-Between challenges scholars, professionals, and students concerned with gender issues to take seriously the everyday concerns of adolescent girls. It is recommended as a text for education, sociology, and women's studies courses that address these issues.
This is a vital resource for any teacher or administrator looking to help students tackle issues of race, class, gender, religion, and cultural background. Authors Martha Caldwell and Oman Frame, both lifelong educators, offer a series of teaching strategies designed to encourage conversation and personal reflection, enabling students to think creatively, rather than stereotypically, about difference. Using the Transformational Inquiry method, your students will learn to explore their own identities, share stories and thoughts with their peers, learn more through reading and research, and ultimately take personal and collaborative action to affect social change in their communities. This second edition’s updates include new research throughout, as well as additional lessons on gender and sexuality. The lesson plans and handouts throughout the book are appropriate for middle and high school classes and are easy to implement into your own curriculum.
In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education, the editors bring together scholarship that employs an intersectionality approach to conditions that affect public school children, teachers, and teacher educators. Chapter authors use intersectionality to examine group identities not only for their differences and experiences of oppression, but also for differences within groups that contribute to conflicts among groups. This collection moves beyond single-dimension conceptions that undermines legal thinking, disciplinary knowledge, and social justice. Intersectionality in this collection helps complicate static notions of race, ethnicity, class, and gender in education. Hence, this book stands as an addition to research on educational equity in relation to institutional systems of power and privilege.
"This book is a collection of essays that can easily be used for professional development purposes. It has multiple perspectives in term of author identities and positions within "elite" schools and blend of research and experience made accessible for practitioners"--
"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others.Historically, the status of girls has evoked much less research than that of boys. Recently emerging scholastic and strategic study concerning the vulnerability of girls is adding a vital missing component to this continually emerging discourse. Looking at many aspects of girls' gendered lives, this text considers the specific perspectives of the social and cultural constructions that script gender, particularly as applies to girls in our classrooms. Prominent scholars in their respective fields examine the myriad forces that shape the lives of American girls, from the earliest didactic records of manuals and books of conduct to current artifacts of contemporary culture. By investigating both the scholarly literature on girls as well as well as the primary sources of a material culture, the authors seek to unravel how adolescent girls learn and seek to compose identities. By closely examining girls' practices, in which are embedded issues of class, race, ethnicity, immigrant status, and sexuality, the text considers some of the values, structures, and trajectories that have come to define teenage girlhood. Its distinctive contribution is to unpack some of the assumptions of girls in English classrooms and to critically examine their experiences as they try to fit preconceived norms while forming their own personhood"-- Provided by publisher.