Drawing on research in education, Black Girlhood studies, and conversations connected to girlhood and cartography, this chapter calls for transdisciplinary analyses of Black girls’ sociocultural and geopolitical locations in education research. In reviewing education research documenting the practices and interrogating the experiences of Black girls, I propose the framework of Black Girl Cartography. In addition to an analysis of education research, I offer a series of theoretical and methodological openings for transformative and liberatory work grounded in Black Girl knowledge and practices.
Get full access to this article
View all access options for this article.
References
1.
AnnammaS. A. (2017). Disrupting cartographies of inequity: Education journey mapping as a qualitative methodology. In MorrisonD.AnnammaS. A.JacksonD. D. (Eds.), Critical race spatial analysis: Mapping to understand and address educational inequity (pp. 33–50). Sterling, VA: Stylus.
2.
AnnammaS. A.ConnorD.FerriB. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31.
3.
BaileyM.MillerS. J. (2015). When margins become centered: Black queer women in front of and outside of the classroom. Feminist Formations, 27, 168–188.
4.
Baker-BellA. (2017). For Loretta: A Black woman literacy scholar’s journey to prioritizing self-preservation and Black feminist-womanist storytelling. Journal for Literacy Research, 49, 526–543.
5.
BlanchettW. J. (2014). African American students and other students of color in special education. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 271–284). New York, NY: Routledge.
6.
BligeS. (2010). Recent feminist outlooks on intersectionality. Diogenes, 225, 58–72.
7.
BligeS. (2013). Intersectionality undone: Saving intersectionality from feminist intersectionality studies. Du Bois Review, 10, 405–424.
8.
BrownR. N. (2013). Hear our truths: The creative potential of Black girlhood. Champaign, IL: University of Illinois Press.
9.
ButlerT. T. (2016). “Stories behind their hands”: The creative and collective “actionist” work of girls of color. English Teaching, 15, 313–332.
10.
ButlerT. T. (2017). #Say[ing]HerName as critical demand: English education in the age of erasure. English Education, 49, 153–178.
11.
CarastathisA. (2014). The concept of intersectionality in feminist theory. Philosophy Compass, 9, 304–314.
12.
CollinsP. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (Rev. 10th anniv. ed.). New York, NY: Routledge.
13.
CooperA. J. (1891). Woman versus the Indian. In LemertC.BhanE. (Eds.), The voice of Anna Julia Cooper: Including a voice from the South and other important essays, papers, and letters (pp. 88–108). New York, NY: Rowman & Littlefield.
14.
CooperB. (2015). Love no limit: Towards a Black feminist future (in theory). The Black Scholar, 45, 7–21.
15.
CrenshawK. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), Article 8. Retrieved from http://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
16.
CrenshawK. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.
CuttsQ. (2012). A critical pedagogy of place. Journal of Curriculum Theorizing, 28, 142–150.
19.
DillardC. B. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. International Journal of Qualitative Studies in Education, 13, 661–681.
20.
DomoshM. (2017). Genealogies of race, gender, and place. Annals of the American Association of Geographers, 107, 765–778.
DotsonK. (2013). Knowing in space: Three lessons from Black women’s social theory. (Unpublished manuscript). Retrieved from: http://ssrn.com/abstract=2270343
23.
DotsonK. (2014). “Thinking familiar with the interstitial”: An introduction. Hypatia, 29, 1–17.
24.
EdwardsE.McArthurS. A.Russell-OwensL. (2016). Relationships, being-ness, and voice: Exploring multiple dimensions of humanizing work with Black girls. Equity & Excellence in Education, 53, 63–77.
25.
EdwardsK. T.BaszileD. T.GuilloryN. A. (2016). When, where, and why we enter: Black women’s curriculum theorising. Gender and Education, 28, 707–709.
26.
EdwardsS. B.HarrisD. (2017). Hidden human computers: The Black women of NASA. Minneapolis, MN: Adbo.
27.
ErevellesN.MutuaK. (2005). “I am a woman now!” Rewriting cartographies of girlhood form the critical standpoint of disability. In BettisP.AdamsN. G. (Eds.), Geographies of girlhood: Identities in-between (pp. 127–134). New York, NY: Routledge.
28.
Evans-WintersV. E.EspositoJ. (2010). Other people’s daughters: Critical race feminism and Black girls’ education. Educational Foundations, 24, 11–24.
29.
FordJ. C. (2016). “Very simple: I just don’t lie”: The role of honesty in Black lesbian K–12 teachers’ experiences in the U.S. Southeast. Journal of Lesbian Studies, 21, 391–406.
30.
GholsonM. L. (2016). Clean corners and algebra: A critical examination of the constructed invisibility of black girls and women in mathematics. Journal of Negro Education, 85, 290–301.
31.
GreeneD. T. (2016). “We need more ‘US’ in schools!” Centering Black adolescent girls’ literacy and language practices in online school spaces. Journal of Negro Education, 85, 274–289.
Guy-SheftallB. (Ed.). (1995). Words of fire: An anthology of African-American feminist thought. New York, NY: New Press.
34.
HallidayA. (2017). Envisioning black girl futures: Nicki Minaj’s anaconda feminism and new understandings of black girl sexuality in popular culture. Departures in Critical Qualitative Research, 6(3), 65–77.
35.
HeneryC. (2011). Where they walk: What aging Black women’s geographies tell of race, gender, space, and social transformation in Brazil. Cultural Dynamics, 23, 85–106.
36.
HillD. C. (2011). Why you tryna silence her body? The role of education in shaping the black female body. Qualitative Research Journal, 11, 102–109.
37.
HillD. C. (2016). Blackgirl, one word: Necessary transgressions in the name of imagining Black girlhood. Cultural Studies <-> Critical Methodologies, 47, 1–9.
38.
Hines-DatiriD.Carter AndrewsD. (2017). The effects of zero tolerance policies on Black girls: Using critical race feminism and figured worlds to examine school discipline. Urban Education. Advance online publication. doi:10.1177/0042085917690204
39.
HowardC. M.RyanC. L. (2017). Black tween girls with Black girl power. Language Arts, 94, 170–179.
40.
JohnsonL. P. (2017). Writing the self: Black queer youth challenge heteronormative ways of being in an after-school writing club. Research in the Teaching of English, 52, 13–33.
41.
KinlochV. (2010). Harlem on our minds: Place, race and literacies of urban youth. New York, NY: Teachers College Press.
42.
KinlochV. (2012). Crossing boundaries: Teaching and learning with urban youth. New York, NY: Teachers College Press.
43.
KwakyeC. J.HillD. C.CallierD. M. (2017). 10 Years of black girlhood celebration: A pedagogy of doing. Departures in Critical Qualitative Research, 6(3), 1–10.
44.
LaneM. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity & Excellence in Education, 50(1), 13–24.
45.
Lindsay-DennisL. (2015). Black feminist-womanist research paradigm: Toward a culturally relevant research model focuses on African American girls. Journal of Black Studies, 46, 506–520.
46.
LindseyT. B. (2013). “One time for my girls”: African-American girlhood, empowerment, and popular visual culture. Journal of African American Studies, 17(1), 22–34.
47.
LindseyT. B. (2015). Post-Ferguson: A “herstorical” approach to black violability. Feminist Studies, 41, 232–237.
48.
LoveB. (2017). Difficult knowledge: When a Black feminist educator was too afraid to #SayHerName. English Education, 49, 197–208.
49.
McKittrickK. (2006). Demonic grounds: Black women and the cartographies of struggle. Minneapolis: University of Minnesota Press.
50.
MorrisM. W. (2015). Pushout: The criminalization of Black girls in schools. New York, NY: New Press.
51.
MuhammadG. E.HaddixM. (2016). Centering Black girls’ literacies: A review of literature on the multiple ways of knowing of Black girls. English Education, 48, 299–336.
52.
NyachaeT. M. (2016). Complicated contradictions amid Black feminism and millennial Black women teachers creating curriculum for Black girls. Gender and Education, 28, 786–806.
53.
OhitoE. O. (2016). Refusing curriculum as a space of death for black female subjects: A Black feminist reparative reading of Jamaica Kincaid’s “girl.”Curriculum Inquiry, 46, 436–454.
54.
Phelps-WardR. J.LauraC. (2016). Talking back in cyberspace: Self-love, hair care and counter narratives in Black adolescent girls’ YouTube vlogs. Gender and Education, 28, 807–820.
55.
PoughG. D. (2004). Check it while I wreck it: Black womanhood, hip-hop culture, and the public sphere. Boston, MA: Northeastern University Press.
56.
Price-DennisD. (2016). Developing curriculum to support Black girls’ literacies in digital spaces. English Education, 48, 337–361.
57.
Price-DennisD.MuhammadG. E.WomackE.McArthurS. A.HaddixM. (2017). The multiple identities and literacies of black girlhood: A conversation about creating spaces for black girl voices. Journal of Language and Literacy Education, 13(3), 1–18.
58.
SchalkS. (2013). Ablenationalism in American girlhood. Girlhood Studies, 9(1), 36–52.
59.
SchalkS. (2017). Interpreting disability metaphor and race in Octavia Butler’s “The evening and the morning and the night.”African American Review, 50, 139–157.
60.
SmithB.SmithB. (1981). Across the kitchen table: A sister-to-sister dialogue. In MoragaC.AnzaldúaG. (Eds.) This bridge called my back: Writings by radical women of color (pp. 113–127). New York, NY: Kitchen Table: Women of Color Press.
61.
SpivakG. (1988). Can the subaltern speak? In NelsonC.GrossbergL. (Eds.), Marxism and the interpretation of culture (pp. 271–312). Champaign, IL: University of Illinois Press.
62.
TeferaA.ThoriusK. K.ArtilesA. (2014). Teacher influences in racialization of disabilities. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 256–270). New York, NY: Routledge.
63.
TorrezJ. E. (2018). Responsibility, reciprocity, and respect: Storytelling as a means of university-community engagement. In CastañedaM.KrupczynskiJ. (Eds.), Civic engagement in diverse Latinx communities (pp.143–158). New York, NY: Peter Lang.
64.
TuckE. (2017). Citation is political! Presentation at the Curriculum Inquiry Writing Fellows Retreat. Toronto, Ontario, Canada: Ontario Institute for the Study of Education.
65.
WatsonT. (2016). “Talking back”: The perceptions of Black girls who attend city school. The Journal of Negro Education, 85, 239–249.
66.
WilliamsF. B. (1905). The colored girl. Voice of the Negro, 2, 400–403.
67.
WinnM. T. (2010). Betwixt and between: Literacy, liminality, and the ceiling of Black girls. Race Ethnicity and Education, 13, 425–447.
68.
WomackE. (2013). Uncovering the literate lives of Black female adolescents (Unpublished dissertation). The Ohio State University, Columbus.
69.
WunC. (2016). Unaccounted foundations: Black girls, anti-Black racism, and punishment in schools. Critical Sociology, 42, 737–750.
