Enacting Liberatory Pedagogy: Community-Based Programs and the Creation of Critical Educational Opportunities for Girls of Color

• In Event: Marriott Roundtable Session 25

Session Type: Roundtable Session

Abstract

This symposium is comprised of three papers that explore the affordances of community based programs that center culturally relevant programming for girls of color. Each paper examines the ways in which opportunities to engage critical interrogations of power and issues of social justice contribute to the intellectual, social, and emotional well-being of girls of color. We posit that community based programs serve as potential sites where liberatory pedagogy can be developed, enacted, and embodied. In doing so, each paper in this session grapples with the question: what can educational researchers and teacher educators learn from strategic partnership and the alignment of goals among community-based educators, schools, and other organizations working to improve the educational experiences for girls of color?

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry, Transformation, and Communities

Chair

• Tashal Brown, University of Rhode Island

Papers

• Necessary Knowledge: How Intersectional Interrogations of Power Shape the Civic Identity of Girls of Color - Tashal Brown, University of Rhode Island

• "I Am Not Beneath You": Black Girls Truth-Telling in a Liberatory Counter-Space - Sabrina J. Curtis, The George Washington University

• Examining Art Spaces as Sites for Black Girls to Explore Identity and Resistance - Cierra Kaler-Jones, University of Maryland - College Park

Discussant

• Venus E. Evans-Winters, African American Policy Forum