Black Girl Joy (Un)Interrupted: Recognizing and Nurturing Black Girls' Community-Building Capabilities in the Early Grades

Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Blac...

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Published inUrban education (Beverly Hills, Calif.)
Main Authors Jones, Natacha Ndabahagamye, Adair, Jennifer Keys
Format Journal Article
LanguageEnglish
Published 26.07.2024
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Abstract Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capabilities, versatility, and consistency in building community with their classmates for interdisciplinary knowledge-making and enjoyment. Our findings reveal that context impacted how Black girls’ endeavors were received and which capabilities they could fully embody and share. We identify community, play, and joy as essential emancipatory avenues for learning.
AbstractList Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capabilities, versatility, and consistency in building community with their classmates for interdisciplinary knowledge-making and enjoyment. Our findings reveal that context impacted how Black girls’ endeavors were received and which capabilities they could fully embody and share. We identify community, play, and joy as essential emancipatory avenues for learning.
Author Jones, Natacha Ndabahagamye
Adair, Jennifer Keys
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  organization: Department of Curriculum and Instruction, The University of Texas at Austin, Austin, TX, USA
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  doi: 10.17763/haer.84.2.y46vh546h41l2144
– ident: bibr7-00420859241258174
  doi: 10.1146/annurev.psych.52.1.1
– volume: 24
  start-page: 11
  year: 2010
  ident: bibr28-00420859241258174
  publication-title: Educational Foundations
  contributor:
    fullname: Evans-Winters V. E.
– ident: bibr19-00420859241258174
– volume-title: Cultivating genius: an equity framework for culturally and historically responsive literacy / Gholdy Muhammad; foreword by Bettina L. Love
  year: 2020
  ident: bibr68-00420859241258174
  contributor:
    fullname: Muhammad G.
– volume-title: Black feminist thought: Knowledge, consciousness, and the politics of empowerment
  year: 2009
  ident: bibr17-00420859241258174
  contributor:
    fullname: Collins P. H.
– ident: bibr39-00420859241258174
  doi: 10.3102/0013189X09357621
– ident: bibr82-00420859241258174
  doi: 10.2304/ciec.2012.13.2.81
– volume-title: Pushout: The criminalization of Black girls in schools
  year: 2016
  ident: bibr64-00420859241258174
  contributor:
    fullname: Morris M. W.
– ident: bibr55-00420859241258174
  doi: 10.4324/9780429244391-6
– ident: bibr61-00420859241258174
  doi: 10.1177/0042085913478022
– ident: bibr2-00420859241258174
  doi: 10.7208/chicago/9780226765754.001.0001
– ident: bibr37-00420859241258174
  doi: 10.1093/bjsw/bcl031
– ident: bibr76-00420859241258174
  doi: 10.1159/000356757
– ident: bibr45-00420859241258174
  doi: 10.1108/S2051-231720220000008001
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Snippet Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control,...
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Title Black Girl Joy (Un)Interrupted: Recognizing and Nurturing Black Girls' Community-Building Capabilities in the Early Grades
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