Black Girl Civic Literacy Practices: An Archaeology of the Self (Poster 6)

• In Event: Research for Remedy: Supporting Civic Literacy Development

Abstract

This poster presentation offers a profound exploration of the literacy practices of eleven Black girls within a predominantly white elementary school. This phenomenological study, rooted in grounded theory, provides an overview of how these girls navigate and resist systemic racism and sexism in their educational environments, utilizing cultural intuition—a methodological approach rooted in Chicana feminist epistemologies. This framework not only honors the lived experiences of Black women researchers but also serves as a healing methodology to tell the truths of young Black girls through connected lived experiences that reside in the unhealed and healed bodies of Black women researchers.
Central to this study is the concept of archaeology of the self, a process of deep self-reflection and cultural excavation. Through repeated use of cultural intuition, the fragmented pieces of identity that white supremacy had chipped away were reconnected. This methodology enabled resting in my truth as a Black woman to unearth the truths of the participants in this study. Despite a nearly three-decade gap between myself and the participants, their experiences mirrored my own as a young Black girl, revealing the relentless and unyielding grip of white supremacy and sexism.
Combining personal reflections with critical race and intersectional analysis, the presentation underscores the pervasive impact of white supremacy on Black girls, especially within predominantly white schools. The study captures the nuanced and multifaceted experiences of the participants through qualitative data collection methods, including in-depth interviews, participant observations during ELA instructional time, and reflective journaling. Integrating personal narrative, collective memory, and historical analysis, the research provides a rich, contextualized understanding of their literacy practices.
The findings reveal that, like their foremothers Audre Lorde, Toni Morrison, and Zora Neale Hurston, Black girls wield literacy as a tool for resistance and self-affirmation, weaving together narratives of exclusion, identity affirmation, and solidarity. By connecting historical and contemporary experiences, the often-silenced stories of Black girls are brought to light, offering a layered understanding of their lived experiences in predominantly white educational settings. This presentation emphasizes the transformative power of cultural intuition as both a methodological tool and a means of healing.
Furthermore, the presentation integrates civic learning, illustrating how literacy practices among Black girls are intertwined with their development as informed and critical citizens. It calls for a radical restructuring of educational practices to better support Black girls and other marginalized students. By advocating for educational systems that do not perpetuate systemic oppression but instead center the voices and experiences of Black girls, the research provides a powerful vision for inclusive, affirming, and transformative educational practices.
These findings are essential understandings for educators, researchers, and activists committed to dismantling systemic oppression and amplifying the voices of Black girls. It challenges readers to rethink and reimagine educational spaces that truly support the flourishing of all students, advocating for inclusive, affirming, and transformative educational practices.

Author

• Tyana Rene Velazquez-Smith, Self-employed