(Re)Imagining Education for Girls of Color

Session Type: Symposium

Abstract

Chicana, Black, and Global South feminists argue that knowledge is shaped at the intersections of race and gender (Collins, 2000; Crenshaw, 1991; Delgado Bernal, 1998; 2002; hooks, 2014; Lorde, 2007; Dillard, 2000). It is through this knowledge that we make sense of our worlds. These raced-gendered epistemologies inform and sculpt the literacies that we engage. The recognition of literacies as raced and gendered opens up opportunities to examine the knowledge, activism, and literacies of girls of color and how educators might further support girls of color in classrooms and in non-traditional spaces of teaching and learning. Drawing from feminist of color epistemologies, presenters will highlight findings from their empirical studies that investigate practices of meaning-making amongst girls of color.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Grace D. Player, University of Pennsylvania

Papers

• Love Notes: A Black Feminist Incantation on Queerotic Literacies - Fahima I. Ife, Louisiana State University

• Fighting to Be Heard: Latina Adolescent Girls and Their Parents (Re)Claiming Their Wor(l)ds Through Writing - Tracey Terece Flores, The University of Texas at Austin

• Exploring Mujerista Literacies Among Chicana/Latina Youth - Monica Gonzalez, University of Colorado - Boulder

• "World" Traveling and Loving Perception With Girls of Color - Grace D. Player, University of Pennsylvania

• Restoring Vision, Restoring Love: Finding Sanctuary in Sisterhood - Dywanna Smith, Claflin University

Discussant

• Cinthya M. Saavedra, University of Texas Rio Grande Valley