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03447aam a2200409 i 4500 001 3FE3D6A083F811ECA43678234CECA4DB 003 SILO 005 20220202011724 008 180710s2021 nyua b 001 0 eng 010 $a 2018023787 020 $a 1433158787 020 $a 9781433158780 020 $a 1433158795 020 $a 9781433158797 035 $a (OCoLC)1079411344 040 $a DLC $b eng $e rda $c DLC $d OCLCF $d YDX $d OCLCO $d SILO 042 $a pcc 043 $a n-us--- 050 00 $a LC2779 L36 2021 100 1 $a Lane, Monique, $d 1980- $e author. 245 10 $a Engendering #blackgirljoy : $b how to cultivate empowered identities and educational persistence in struggling schools / $c Monique Lane, foreword by Bettina Love. 246 3 $a Engendering hashtag blackgirljoy 264 1 $a New York : $b Peter Lang, $c [2021] 300 $a xiii, 207 pages : $b illustrations ; $c 23 cm. 490 0 $a Urban girls ; $v vol. 1 504 $a Includes bibliographical references and index. 505 0 $a A call for identity work -- Organized turmoil -- Invisibility and hyper-visibility: perceptions of Black girls in an urban school -- Unpacking the pedagogy -- Engendering #blackgirljoy -- Silencing the ego -- Index. 520 $a "Despite recent efforts toward urban school reform, there has been a general failure to examine the complex socio-cultural contexts in which Black female students are situated and the ways in which their subordination is perpetuated in schools. While vestiges of a culturally responsive pedagogical movement are apparent in some schools, endeavors to engage urban African-American female youth often translate into curricula that reinforces controlling, stereotypical images of Black femininity--and therefore remains disengaging for these students. As an African-American female high school teacher working at my alma mater, I recognized how the simultaneity of oppressions that young Black women results in disassociation with school. As a result, I sought to create a safe space for these learners to develop their social and intellectual agency beyond the traditional classroom walls. I founded an organization at King High School (a pseudonym) entitled Black Girls United (BGU). The program was grounded in Black feminist theory, and borrowed from the major tenets of Black feminist pedagogy. For two academic years, African-American female students were empowered through the use of critical feminist literature, popular cultural texts, and student-facilitated analytical discourse. Through an analysis of two years of field notes, classroom video footage, student artifacts, in-depth interviews with former participants, and my Black feminist curriculum, this book examines how the pedagogical structure of Black Girls United fostered within participants the skill set to circumvent prescribed notions of African-American femininity, and engendered within students an authentic craving for intellectual rigor" -- $c Provided by publisher. 650 0 $a African American girls $x Social aspects $x Social aspects $z United States. 650 0 $a Urban schools $x Social aspects $z United States. 650 0 $a Feminism and education $z United States. 650 0 $a Culturally relevant pedagogy $z United States. 830 0 $a Urban girls ; $v vol. 1 941 $a 1 952 $l USUX851 $d 20230907011934.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=3FE3D6A083F811ECA43678234CECA4DB 994 $a C0 $b IWAInitiate Another SILO Locator Search