Exploring Black Girls’ Subversive Literacies as Acts of Freedom

Kelly, Lauren Leigh

doi:10.1177/1086296x20966367

Cited by 23 publications

(25 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, Black girls’ literacies are intrinsically political and critical as a result of the multiple marginalization endured in mainstream educational institutions. Since Black girls face multiple marginalization within their diverse experiences, survival mechanisms such as hyperawareness and criticality are often mobilized (Kelly, 2020). For example, Winn’s (2010) study of formerly incarcerated Black girls in a playwriting and performance program examined how Black girls used writing, speaking, and performing practices to “navigate their way out of labels and stereotypes” (p. 444).…”

Section: Theoretical Orientationsmentioning

confidence: 99%

See 1 more Smart Citation

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

Presiado

Frieson

2021

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

show abstract

Section: Theoretical Orientationsmentioning

confidence: 99%

“…She spoke WME to the head teacher, in formal activities, and she used Spanish in public spaces as a tool of surprise and shift in identity. In these ways, Blessing navigated her way out of labels and single stories of Black girls (Kelly, 2020; Winn, 2010).…”

Section: Blessing the Critically Conscious Verbal Artistmentioning

confidence: 99%

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

Presiado

Frieson

2021

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

show abstract

“…Muhammad's (2020) research on historical Black literary societies' critical literacy practices showcases how literacy is inextricably bound with Black mattering and liberation. Muhammad's (2020) work nods to a growing body of literature on Black literacies and their importance in addressing anti-Black racism and centering Black mattering in education (Coles, 2019;Johnson et al, 2017;Kelly, 2020;Young, 2020). Black literacies involve the use of literacy practices, such as those described in the preceding paragraph, to enliven the onto-epistemologies of Black people and Black culture.…”

Section: Scholarship Of Teaching and Learning And Onto-epistemic Credibilitymentioning

confidence: 99%

On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators

Boss¹,

Davis

Porter

2021

JETHE

View full text Add to dashboard Cite

The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad’s (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering.

show abstract

“…Critical literacy and critical racial literacy practices demonstrate that teaching is political and personal (Janks, 2009;Kelly, 2020;Kuby, 2013;Labadie et al, 2012;Vasquez, 2014). Our beliefs, experiences, and ideologies inform how and what we teach.…”

Section: The Role Of Children's Literature In Teaching About Topics Of Race and Racismmentioning

confidence: 99%

“Ethical Viewing Practices”: First-Graders Experiencing Racism in Let the Children March

Fontanella-Nothom

2021

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

Drawing upon the methodological approach of thinking with theory and the theory of the wake, this article details the process of teaching and learning about race and racism with first graders and their responses to the picturebook, Let the Children March. The theoretical concept of the weather and the corresponding theoretical strand of ethical viewing and reading practices are brought together with children’s drawings and verbal responses to think with the analytical question of: what kinds of ethical viewing and reading practices can be employed and enacted with young children to engage them in racial justice and social change? The discussion and implications highlight three key insights for literacy research and practice: student agency and choice, the capability of young children, and how to approach topics of race and racism with young children with thoughtfulness. This article advances work on the teaching and learning of topics of race, racism, and antiblackness in literacy research with young people.

show abstract

Exploring Black Girls’ Subversive Literacies as Acts of Freedom

Cited by 23 publications

References 30 publications

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators

“Ethical Viewing Practices”: First-Graders Experiencing Racism in Let the Children March

Contact Info

Product

Resources

About