Research on Black girls’ and women’s literacies reveals how they utilize literacy practices to resist oppression and define their identities. Yet, these practices are frequently absent from or marginalized in formalized schooling spaces. In addition, Black girlhood is rarely placed at the center of equity interventions in schools. As the history of activism in the United States is tied to Black women’s struggles for freedom, research and practice involving racial equity must be attentive to the literacies and activism of Black girls. Grounded in Black feminist theory, this article describes a longitudinal study of the critical consciousness development of two young Black women as they engaged in distinct literacy practices to navigate and resist racial oppression in high school. The author analyzes interviews as well as literacy artifacts to explore how these girls enacted critical, digital, and subversive literacies to challenge intersecting oppressions of race and gender in a predominantly White, suburban school.

中文翻译：

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探索黑人女孩的颠覆性文学作为自由行为

对黑人女孩和妇女扫盲的研究揭示了她们如何利用扫盲实践来抵抗压迫和定义自己的身份。然而，在正规化的学校空间中，这些做法经常不存在或被边缘化。此外，黑人少女时代很少被置于学校公平干预的中心。由于美国激进主义的历史与黑人妇女争取自由的斗争有关，因此涉及种族平等的研究和实践必须关注黑人女孩的素养和激进主义。本文以黑人女权主义理论为基础，描述了对两名年轻黑人女性在高中时从事不同的识字实践以应对和抵制种族压迫的批判意识发展的纵向研究。