252
Views
0
CrossRef citations to date
0
Altmetric
Research Article

“I can’t just keep talking about the men”: Black girl resistance in a history classroom

ORCID Icon
Received 03 Feb 2023, Accepted 04 Jul 2023, Published online: 25 Jul 2023

References

  • Alridge, Derrick P. 2006. “The Limits of Master Narratives in History Textbooks: An Analysis of Representations of Martin Luther King, JR.” Teachers College Record: The Voice of Scholarship in Education 108 (4): 662–686. https://doi.org/10.1111/j.1467-9620.2006.00664.x.
  • Andrews, Carter, J. Dorinda, Tashal Brown, Eliana Castro, and Effat Id-Deen. 2019. “The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences.” American Educational Research Journal 56 (6): 2531–2572. https://doi.org/10.3102/0002831219849392.
  • Butler, Tamara T. 2018. “Black Girl Cartography: Black Girlhood and Place-Making in Education Research.” Review of Research in Education 42 (1): 28–45. https://doi.org/10.3102/0091732x18762114.
  • Castro, Eliana. 2022. “The Case for Leveraging Multiple Resource Pedagogies: Teaching About Racism in a Secondary History Classroom.” Teaching & Teacher Education 109 (2022): 103567. https://doi.org/10.1016/j.tate.2021.103567.
  • Castro, Eliana.In Press. ““How Every Black Man Should Be”: Historical Narrative Construction as Identity Rearticulation.” The Journal of Social Studies Research. https://doi.org/10.1016/j.jssr.2022.01.006.
  • Collins, Hill Patricia. 2009. Another Kind of Public Education: Race, Schools, the Media, and Democratic Possibilities. Boston: Beacon Press.
  • Dozono, Tadashi. 2022. “The Refusal to Learn: Inquiry Through Marronage in the History Classroom.” In Racial Literacies and Social Studies: Curriculum, Instruction, and Learning, edited by L. J. King, 110–124. New York: Teachers College Press.
  • Dunbar-Ortiz, Roxanne. 2014. An Indigenous Peoples’ History of the United States. Boston: Beacon Press.
  • Eggleston, Tiffany, and Antoinette Miranda. 2009. “Black Girls’ Voices: Exploring Their Lived Experiences in a Predominately White High School.” Race/Ethnicity: Multidisciplinary Global Contexts 2 (2): 259–285.
  • Greene, Delicia T. 2016. “‘We Need More ‘US’ in Schools!’: Centering Black Adolescent Girls’ Literacy and Language Practices in Online School Spaces.” The Journal of Negro Education 85 (3): 274. https://doi.org/10.7709/jnegroeducation.85.3.0274.
  • Grimm, Josh. 2015. “Hegemonic Framing of Malcolm X and Martin Luther King, Jr., in Northeastern Newspapers.” Howard Journal of Communications 26 (3): 313–332. https://doi.org/10.1080/10646175.2015.1049761.
  • Hardaway, Ayana T., LaWanda W. Ward, and Diamond Howell. 2019. “Black Girls and Womyn Matter: Using Black Feminist Thought to Examine Violence and Erasure in Education.” Urban Education Research and Policy Annuals. https://journals.charlotte.edu/urbaned/article/view/913.
  • Haynes, Chayla, Saran Stewart, and Evette Allen. 2016. “Three Paths, One Struggle: Black Women and Girls Battling Invisibility in US Classrooms.” The Journal of Negro Education 85 (3): 380–391. https://doi.org/10.7709/jnegroeducation.85.3.0380.
  • Hill Collins, Patricia. 2000. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. 2nd ed. New York: Routledge.
  • hooks, bell. 1989. Talking Back: Thinking Feminist, Thinking Black. Boston: South End Press.
  • hooks, bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
  • Jacobs, Charlotte E. 2016. “Developing the ‘Oppositional Gaze’: Using Critical Media Pedagogy and Black Feminist Thought to Promote Black Girls’ Identity Development.” The Journal of Negro Education 85 (3): 225–238. https://doi.org/10.7709/jnegroeducation.85.3.0225.
  • Joseph, Nicole M., Kara Mitchell Viesca, and Margarita Bianco. 2016. “Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society.” The High School Journal 100 (1): 4–25. https://doi.org/10.1353/hsj.2016.0018.
  • Kelly, Lauren Leigh. 2020a. “Exploring Black Girls’ Subversive Literacies as Acts of Freedom.” Journal of Literacy Research 52 (4): 456–481. https://doi.org/10.1177/1086296x20966367.
  • Kelly, Lauren Leigh. 2020b. “‘I Love Us for Real’: Exploring Homeplace as a Site of Healing and Resistance for Black Girls in Schools.” Equity & Excellence in Education 53 (4): 449–464. https://doi.org/10.1080/10665684.2020.1791283.
  • Loder-Jackson, Tondra, L. Lois, and M. Christensen. 2016. “unearthing and Bequeathing Black Feminist Legacies Of Brown to a New Generation of Women and Girls.” The Journal of Negro Education 85 (3): 199–211. https://doi.org/10.7709/jnegroeducation.85.3.0199.
  • Love, Bettina. 2019. We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom. Boston: Beacon Press.
  • McArthur, Sherell A. 2016. “Black Girls and Critical Media Literacy for Social Activism.” English Education 48 (4): 362–379. http://www.jstor.org/stable/26492574.
  • McArthur, Sherell A., and Monique Lane. 2019. “Schoolin’ Black Girls: Politicized Caring and Healing as Pedagogical Love.” The Urban Review 51 (1): 65–80. https://doi.org/10.1007/s11256-018-0487-4.
  • Merriam, Sharan B. 2007. Qualitative Research and Case Study Applications in Education. 2nd ed. San Francisco: Jossey-Bass Publishers.
  • Mims, Lauren C., and Joanna L. Williams. 2020. “‘They Told Me What I Was Before I Could Tell Them What I Was’: Black Girls’ Ethnic-Racial Identity Development within Multiple Worlds.” Journal of Adolescent Research 35 (6): 754–779. https://doi.org/10.1177/0743558420913483.
  • Muhammad, Gholnecsar E., and Marcelle Haddix. 2016. “Centering Black Girls’ Literacies: A Review of Literature on the Multiple Ways of Knowing of Black Girls.” English Education 48 (4): 299–336.
  • Patel, Leigh. 2016. “Pedagogies of Resistance and Survivance: Learning as Marronage.” Equity & Excellence in Education 49 (4): 397–401. https://doi.org/10.1080/10665684.2016.1227585.
  • Pinder, Patrice Juliet, and Edith L. Blackwell. 2014. “The ‘Black Girl Turn’ in Research on Gender, Race, and Science Education: Toward Exploring and Understanding the Early Experiences of Black Females in Science, a Literature Review.” Journal of African American Studies 18 (1): 63–71. https://doi.org/10.1007/s12111-013-9255-4.
  • Price-Dennis, Detra. 2016. “Developing Curriculum to Support Black Girls’ Literacies in Digital Spaces.” English Education 48 (4): 337–361.
  • Rogers, Leoandra Onnie, Sheretta Butler Barnes, Lily Sahaguian, Dayanara Padilla, and Imani Minor. 2021. “#blackgirlmagic: Using Multiple Data Sources to Learn About Black Adolescent Girls’ Identities, Intersectionality, and Media Socialization.” Journal of Social Issues 77 (4): 1282–1304. https://doi.org/10.1111/josi.12483.
  • Saldaña, Johnny. 2021. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage.
  • Schnyder, Damien. 2010. “Enclosures Abound: Black Cultural Autonomy, Prison Regime and Public Education.” Race, Ethnicity & Education 13 (3): 349–365. https://doi.org/10.1080/13613324.2010.500843.
  • Sealey-Ruiz, Yolanda. 2016. “Why Black Girls’ Literacies Matter: New Literacies for a New Era.” English Education 48 (4): 290–298.
  • Shange, Savannah. 2020. Abolition as Method: Anti-Blackness, Anthropology and Ethics. Center for Cultural Studies. https://culturalstudies.ucsc.edu/2020/01/02/january-15-2020-savannah-shange-abolition-as-method-anti-blackness-anthropology-and-ethics/.
  • Smith-Purviance, Ashley L. 2021. “Masked Violence Against Black Women and Girls.” Feminist Studies 47 (1): 175–200. https://doi.org/10.1353/fem.2021.0000.
  • Tuck, Eve. 2009. “Suspending Damage: A Letter to Communities.” Harvard Educational Review 79 (3): 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15.
  • Warren, Earl. U.S. Supreme Court. 1954. Brown v. Board of Education, 483. U.S.
  • Watson, Terri N. 2016. “‘Talking Back’: The Perceptions and Experiences of Black Girls Who Attend City High School.” The Journal of Negro Education 85 (3): 239–249. https://doi.org/10.7709/jnegroeducation.85.3.0239.
  • Williams, Krystal L, Justin A Coles, and Patrick Reynolds. 2020. “(Re)creating the Script: A Framework of Agency, Accountability, and Resisting Deficit Depictions of Black Students in P-20 Education.” The Journal of Negro Education 89 (3): 249–266.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.