Abstract

For decades, research summarizing educational outcomes has indicated significant disparities, which continue to impact the academic achievement and wellbeing of Black students in Ontario. These concerns are further amplified due to the lack of disaggregated educational data, making it difficult to outline and address disparities for specific groups of Black students, such as Black girls. Equity and inclusion policies implemented by the Ontario government focus on meeting the needs of Black students; however, reviewing provincial educational plans reveals a failure to explicitly account for intersectionality in Black students and as result, the nuanced needs of specific Black students, particularly Black girls, are ignored. This article uses critical discourse analysis combined with tenets of Black feminist epistemologies to contextualize first-hand accounts of the school experiences of 11 Black girls living in the Greater Toronto Area (GTA). The qualitative data, collected for a larger study, exposes harmful learning environments, which include incessant teacher microaggressions and differential treatment practices that Black girls regularly experience in GTA schools. In spite of popular contemporary themes such as #Blackgirlmagic, used to uplift and empower Black girls in adverse circumstances, it is important to acknowledge that Black girls are not inherently magical and therefore, cannot individually resolve the larger systemic educational issues which impact them. In the end, if efforts to address educational inequities through policies and practices are meant to resolve disparities for all Black students in Ontario, the impact of intersectionality demands that the barriers experienced by Black girls in school receive immediate careful consideration.

摘要

几十年来，总结教育成果的研究表明存在巨大差异，这继续影响着安大略省黑人学生的学习成绩和幸福感。由于缺乏分类的教育数据，这些担忧进一步加剧，使得难以概述和解决特定黑人学生群体（例如黑人女孩）的差距。安大略省政府实施的平等和包容政策着重于满足黑人学生的需求；但是，对省级教育计划的审查显示，没有明确说明黑人学生的交往性，结果，特定黑人学生，特别是黑人女孩的细微需求被忽略了。本文将批判性话语分析与黑人女性主义认识论的宗旨相结合，将生活在大多伦多地区（GTA）的11名黑人女孩的学校经历的第一手资料描述化。为更大范围的研究而收集的定性数据揭示了有害的学习环境，其中包括持续不断的教师微攻击和黑人女孩经常在GTA学校中经历的差别待遇做法。尽管#Blackgirlmagic等当代流行主题曾在不利情况下用来提升黑人女孩的能力并赋予她们权力，但重要的是要承认黑人女孩天生就没有魔法，因此无法单独解决影响她们的更大的系统性教育问题。到底，