Black Girl Joy (Un)Interrupted: Recognizing and Nurturing Black Girls' Community-Building Capabilities in the Early Grades

IF 1.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Urban Education Pub Date : 2024-07-26 DOI:10.1177/00420859241258174

Natacha Ndabahagamye Jones, Jennifer Keys Adair

引用次数: 0

Abstract

Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capabilities, versatility, and consistency in building community with their classmates for interdisciplinary knowledge-making and enjoyment. Our findings reveal that context impacted how Black girls’ endeavors were received and which capabilities they could fully embody and share. We identify community, play, and joy as essential emancipatory avenues for learning.

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黑人女孩的欢乐（不）中断：在低年级认识和培养黑人女孩的社区建设能力

人们对黑人女孩的求学经历和能力研究不足。她们的光彩躲过了以控制、标准化、超个人主义和反黑人为特征的新自由主义幼儿教育环境。本文以黑人女孩框架和参与式教学法为基础，以德克萨斯州三个学前班教室中的 11 名黑人女孩为中心。通过对两次大规模视频指导人种学研究的视频数据进行二次分析，我们记录了她们在与同学建立跨学科知识创造和乐趣社区方面的能力、多样性和一致性。我们的研究结果表明，环境影响了黑人女孩的努力如何被接受，以及她们能够充分体现和分享哪些能力。我们认为社区、游戏和快乐是学习的重要解放途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Urban Education Multiple-

CiteScore

6.30

自引率

17.40%

发文量

期刊介绍： Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education. For almost 40 years, Urban Education has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Subjects include: •Mental health needs of urban students •Student motivation and teacher practice •School-to-work programs and community economic development •Restructuring in large urban schools •Health and social services