Using Deleuze and Guattari’s concept of becoming alongside Massumi’s reading of A Thousand Plateaus (1992), I explore how Black girls become educated in the molar assemblage1 of schools: students, teachers, classrooms, bodies raced and gendered by the practices of White schooling. Through readings of narratives of Black girls, I examine how fixed notions of Blackness and girlhood are disrupted by girls becoming-molecular.2 Finally, I consider how Black girls are affected by White schooling spaces and how Black girls’ bodies shift and change schooling spaces by existing in them.
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