Document Type
Article
Publication Title
The Reading Teacher
Publication Date
2-13-2024
Abstract
Black girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for an intentional literacy curriculum to support and uplift the literacy development of Black girls may seem unimportant, which in turn leaves Black girls at an educational disadvantage. This paper will discuss social and educational historical factors that have problematized literacy education for Black girls. As a resolution, we unpack the Black Girls Literacy Framework to respond to educational and literacy inequities.
DOI
doi.org/10.1002/trtr.2291
Recommended Citation
Brooks, Jennifer N. and Muhammad, Gholdy E., "History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning" (2024). Faculty Publications - College of Education. 37.
https://ir.library.illinoisstate.edu/fped/37
Comments
First published in The Reading Teacher, https://doi.org/10.1002/trtr.2291.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits unrestricted sharing, provided the original work is properly cited, the material is used for a non-commercial purpose, and the material is not modified.