The world is ours: mapping identity with Black Girl Cartography

Mauldin, Courtney; Presberry, Cierra

doi:10.1080/00220620.2020.1784113

Cited by 2 publications

(3 citation statements)

References 15 publications

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“…Furthermore, the cultural norms of the school around race, gender, and other social distinctions are important to students’ sense of belonging and subject to political contests (Cookson, 2015; Huyge et al, 2015; Ulichny, 1996). Finally, more subtle practices regulate boundaries and spaces—questions of who gets to be where, when, and with whom (Mauldin & Pressberry, 2020; Riley, 2017; Walls, 2021). The aspects of belonging with the highest degree of flexibility primarily comprise student responses and commitments in the ways that students (individually and collectively) can exercise agency.…”

Section: Theoretical Framework: the Politics Of Belongingmentioning

confidence: 99%

The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School

Walls

Louis

2023

AERA Open

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The notion of belonging is an often-referenced but under-theorized concept in studies of school organization. The purpose of this study is to examine the politics of belonging in schools and accompanying implications for how schools are organized and led. This research employs an autophotographic methodology. Student participants took photographs across 2 years of data collection of spaces where they did and did not “fit in” and participated in interviews to explain their photographs. Students identified four themes in their photographs regarding their sense of membership at school: (a) the importance of spaces where belonging is noncontingent; (b) the distinction between calm spaces and surveilled spaces; (c) anxiety in public, “wild” spaces where no help was available; and (d) generally positive but mixed impressions of teachers. An increased understanding of organization leadership for belonging is linked to numerous other timely concerns in educational administration, including equity and inclusion.

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Section: Theoretical Framework: the Politics Of Belongingmentioning

confidence: 99%

The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School

Walls

Louis

2023

AERA Open

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“…The connectedness of these geographies was noteworthy. My analysis of the excerpts clarified the spaces reported by the participants were racial counterspaces or locations curated by Black folks to preserve their dignity, identity, and potential (Mauldin & Presberry, 2020). In this next section, I present two examples of these sites from my participants.…”

Section: Geographies Of Black Linguistic Affirmationmentioning

confidence: 97%

“…Each of the following excerpts reflected instances when Black Women Principals used their voices, opinions, and actions to reclaim spaces where they either directly experienced or witnessed Anti-Black Linguistic Racism (Mauldin & Presberry, 2020). The connectedness of these geographies was noteworthy.…”

Section: Geographies Of Black Linguistic Affirmationmentioning

confidence: 98%

Un/Spoken Maps: How Black Women Principals Experience and Respond to Anti-Black Linguistic Racism A dissertation submitted to the faculty of San Francisco State University in partial fulfillment of the requirements for the Degree Doctor of Education In Educational Leadership by Philonda Chivon Grant San Francisco, California October

Chivon¹

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Yahweh-I am clear that I am nothing without you. Without your grace, mercy, love, and guidance, I wouldn't have achieved this accomplishment. Thank you for your presence in my life. Thank you for allowing me to survive and arrive on the other side of pain, angst, confusion, and rage. And now, here, I am beautifully positioned to share the blessings, flowers, and pathways with others. I am forever your servant.To my love and husband, Norman Grant III, Yahweh brought you into my life when I absolutely needed you. Over these past 2+ years, you have literally loved me to have been by my side for every cry, large chart paper brainstorm, triumphant and disappointment. You have fed me-both physical sustenance and words of inspiration--to get to this point of celebration. I am forever indebted to our creator for making you and bringing you into my life. Love you, peanut butter! Greta-my mother-my goal my entire life has been to achieve things you couldn't accomplish due to many factors. I know that if you could, you would read this finished study from the very first letter to the last. And the biggest smile would stretch across your face. Although I am not able to see this reality in the physical, my heart imagines it. I love you.Houston-my daddy-I hope you feel delighted in the achievement of your first-born daughter.We have a Dr. Johnson in the family. You have modeled hard work, diligence, and brilliance my whole life. I have always wanted to make you proud. Knowing that you are, makes this tedious journey even more fruitful. I love you.To my grandma-Augustine Mae Green. Thank you for your prayers, love, and unwavering belief in me. Love you deeply.I am deeply grateful to Cathy Johnson, my bonus mom. Thank you for your prayers, countless affirmations, and support during this journey. vii I am grateful to my family, both through blood and to those I have chosen: cousins, siblings, uncles, and close friends from important times in my life (e.g. Trinity, Teach for America). I have been fortified by my aunts-Gwen, Dr. Gail, Gorgette, and Tina-thank you for your love, prayers, inspiring texts, laughs, and pride in me.To my doctor bestie, Dr. Alicia Renix. You have been a role model, research powerhouse, and confidant to me on this journey from the very beginning. Thank you for your unwavering encouragement, kicks in the butt, and gentle reminders that I am worthy.

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The world is ours: mapping identity with Black Girl Cartography

Cited by 2 publications

References 15 publications

The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School

The Politics of Belonging and Implications for School Organization: Autophotographic Perspectives on “Fitting In” at School

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