Hyper(In)visibility of Black Newcomer Girls in Canadian Public Schools

• In Event: 30420 - Section on Racial and Ethnic Minorities Roundtables
  In Refereed Roundtable (60 minute): Table 12: Gender, Masculinity, Intersectionality and Race

Abstract

In this paper, we seek to centre three Black girls’ narratives of racialization in Canadian public schools using the lenses of racialized emotions (Bonilla-Silva, 2019) and circulation of hegemonic affect (Ahmed, 2004, 2006). We present a grounded theoretical analysis (Charmaz, 2014) of how the participants make sense of, and grapple with the articulation of their own experiences of being racialized. Our analysis reveals how Canadian schools can be viewed as white spaces (Anderson, 2015) where hyper(In)visiblity (Du Bois, 1903; Fanon, 1967; Lorde, 1984) of Black girls circulate (Ahmed, 2006) throughout the school, thus also offering a spatiotemporal metaphor for recognizing and interpreting the pervasiveness and persistence of anti-Black racism in Canadian schools.

Authors

• Pratim Sengupta, Werklund School of Education, University of Calgary

• Sepideh Borzoo, Toronto Metropolitan University

• Pallavi Banerjee, University of Calgary

• Santanu Dutta, University of Calgary

• Megha Sanyal, University of Calgary