Urban Teaching and Black Girls’ Pedagogies
- Menah Pratt-Clarke, Menah Pratt-ClarkeVirginia Polytechnic Institute and State University, Department of Education
- Andrea N. BaldwinAndrea N. BaldwinVirginia Tech, Department of Sociology
- and Letisha Engracia Cardoso BrownLetisha Engracia Cardoso BrownVirginia Tech, Department of Sociology
To discuss and understand urban teaching and Black girls’ pedagogies, the fundamental premise is that Black girls are not monolithic, but complex and nonhomogenous. Black girlhood studies recognize that, because of their intersectional race, class, and gender status, Black girls have different experiences than Black boys and White girls. Core themes in Black girlhood include self-identity and socialization; beauty and self-expression; popular culture, hip hop, and stereotypes; violence; systemic discipline in schools; and resiliency and survival. Responding to the unique experiences of Black girls, Black women educators developed and adopted a pedagogy that focuses on and centers Black girls and Black girlhood in all their complexity. Using a strengths-based approach, Black girls’ pedagogy is built on a Black feminist and womanist framework that recognizes the need for culturally informed curriculum and classroom experiences, more Black women educators, and a commitment to an ethics of care.