ABSTRACT

Drawing from Black Feminist Thought and Black Girl Cartography the author uses the domain-of-power framework to analyze the Black Girl Charting practices of Cierra, a Black girl student navigating racial history in a secondary classroom in the United States. She encounters the physical space as a site of interpersonal oppression and the U.S. history curriculum as a space of cultural, hegemonic domination. Most importantly, she resists those constraints with her reframing of Blackness, women, and youth through her coursework. After examining Cierra’s essay, presentation, exchange with the principal, and responses to interview questions, the author reimagines the focal conversation as a pathway to empowering learning. The paper concludes with a discussion of the implications of the study for Black feminist pedagogy and abolitionist teaching in K-12 education, teacher education, and education research.

摘要

作者借鉴黑人女权主义思想和黑人女孩制图学，使用权力域框架来分析西拉（Cierra）的黑人女孩制图实践，西拉是一位在美国中学课堂上探索种族历史的黑人女学生。她将物理空间视为人际压迫的场所，并将美国历史课程视为文化、霸权统治的空间。最重要的是，她通过课程作业重新定义了黑人、女性和青年，从而抵制了这些限制。在研究了 Cierra 的论文、演讲、与校长的交流以及对面试问题的回答之后，作者将焦点对话重新构想为增强学习的途径。