Shared Voice From Within: Exploring Ensemble Building as Mutual Mentoring for and by Black Girls

• In Event: When Mentoring Is Method: Exploring Spirituality, Black/Endarkened Feminisms, and Relationship in Black Girls Lives

Abstract

This study explores how ensemble building, a drama pedagogy, might be used to create a classroom climate requisite for mentoring relationships amongst and between Black girls and teachers. In reimagining this process through an Endarkened feminist framework, the reseacher considers how in shifting the textual analysis from the fictional script to their lived experience, all participants might be more open to be and become in a way that not only highlights the critical importance of community, but that also seeks to repurpose this community as a school-based support system that nurtures and holds its members accountable for individual growth, academic success and community transformation. This study will draw from Endarkened and Black Feminist theory, which call for a (re)imagining of teaching practice as political action, spiritually-healing, and an “ideological undertaking” (Dillard, 2006; Collins, 1990; hooks, 1984). As such, pedagogical moves seek to decolonize the mind, and enable students’ critical understandings of Self, academic contexts, and their local community in a way that stimulates resistance (Issahaku, 2010; hooks, 1994; Freire, 1970; Fanon, 1967). The author also draws from drama pedagogy as a medium for engaging the mind, body and the spirit of the students in a way that animates texts and draws individuals together (Enciso, Cushman, Edmiston, Post & Berring, 2011; Neeland, 2009). This study draws mainly from performance ethnography as a means for capturing how students, teachers and classroom dynamics engage in ensemble building processes (Denzin, 2003; Madison, 2006; Goffman, 1971). It shows how students and teachers are making meaning, drawing connections and owning relationships between ensemble performances, their lives, their classroom space, and each other. The feel of formalized ensemble does not occur over night, but reveals itself in the transformed performances and relational natures of teachers and students over time. The findings will draw out the psychological, social, physical and cognitive moves of students as they negotiate these choices. Further, it is believed that when teachers participate in a fashion that reciprocates the vulnerability, transparency, empathy and critical awareness of students, it is assumed the students recognize and include the teacher as an ensemble mentor. This recognition and acceptance is central for determining whether or not a mentoring relationship is possible, or even desired by the students. Black women teaching Black girls have an implicit ensemble-nature rooted in our shared identities, predicating a caring, healing and mutual mentoring relationship. This ensemble-nature must be recreated in our speaking, relating and seeing such that students might entrust their hearts and hopes in healing. This study will advance notions of mentoring for Black girls and healing for both researchers and participants, as it foregrounds the need for shared experiences leading up to the mentoring and or research event which cause Black girls to feel their voice, and that of the researcher are both part of an ensemble.

Author

• Heather Hill, The Ohio State University