绘制种族对话的边界:考察独立学校黑人女孩的经历

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Teachers College Record Pub Date : 2023-08-01 DOI:10.1177/01614681231194407
Heather Hill, M. Warren, Charlotte E. Jacobs
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引用次数: 0

摘要

背景/背景:越来越多的文献揭示了种族主义、性别歧视和阶级歧视如何交织在一起,使黑人女孩在学校教育中被边缘化。很少有研究从追求反种族主义学校改革的女子私立学校黑人女孩的角度来探讨这一主题。目的/目标/研究问题/研究重点:本研究考察了黑人女孩在女子私立学校的经历,以了解她们如何看待自己被纳入或被排除在学校和社会的种族对话之外。研究设计:本研究采用定性研究设计。共有42名初高中学生参加了为期60-120分钟的半结构化焦点小组访谈。采访是面对面和在线进行的。录音记录被转录以供分析。数据分析涉及多层方法。首先,使用主题分析技术对焦点小组访谈的转录进行分析,以确定反复出现的主题和模式。采用黑人女孩制图框架来区分参与者的经历和身份的空间和关系方面。最后,运用批判性话语分析来考察参与者叙事中权力、身份、文化和空间性之间的相互作用。发现/结果:数据显示,黑人女孩在一对一、同侪小组、咨询会议、课堂和全校范围的互动中都在引导关于种族的对话,她们认为自己在身体上和认识论上被边缘化和/或被排斥。我们确定了有助于他们边缘化和排斥经历的种族言论的维度:(1)无所不在,(2)无私,(3)黑人女孩的无所不在。数据还显示,当参与者在威胁他们发展机会的意识形态、实践和程序中导航时,他们也在为个人和集体的快乐、治愈和种族社会化绘制空间。结论/建议:这些数据揭示了女子私立学校忽视黑人女孩在学校和社会中独特的地缘政治位置的方式,从而错失了培养她们发展的机会。这项研究有助于丰富理解黑人女孩在学校和社会中的权力、身份、文化和空间性之间复杂的相互作用。我们提倡应用与以黑人女孩的经历为中心的文化相关和文化可持续的教学法相一致的原则和最佳做法。我们建议学校(1)采用情境和交叉方法进行反种族主义教育改革,(2)强调黑人女孩在学校的重要性,(3)培养黑人女孩的自爱、快乐和种族素养。
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Mapping the Boundaries of Racetalk: Examining the Experiences of Black Girls in Independent Schools
Background/Context: An increasing body of literature reveals how systems of racism, sexism, and classism intersect to marginalize Black girls in contexts of schooling. Few studies have explored this topic from the perspectives of Black girls in all-girls independent schools pursuing antiracist school reform. Purpose/Objective/Research Question/Focus of Study: This study examined the experiences of Black girls in all-girls independent schools to understand how they perceived themselves as mapped into or left out of conversations about race in school and society. Research Design: The study employed a qualitative research design. A total of 42 middle and high school students participated in a semi-structured focus group interview lasting 60–120 minutes. Interviews were conducted in person and online. Audio-recordings were transcribed for analysis. Data analysis involved a multilayered approach. First, transcriptions of the focus group interviews were analyzed using thematic analysis techniques to identify recurring themes and patterns. A Black Girl Cartography framework was employed to distinguish the spatial and relational aspects of the participants’ experiences and identities. Finally, critical discourse analysis was applied to examine the interplay between power, identity, culture, and spatiality within the participants’ narratives. Findings/Results: Data revealed that Black girls were navigating conversations about race across one-on-one, peer group, advisory meeting, classroom-based, and schoolwide interactions, where they perceived themselves to be physically and epistemologically marginalized and/or excluded. We identified dimensions of racetalk that aided in their experience of marginalization and exclusion: (1) placelessness, (2) selflessness, and (3) Blackgirlhoodlessness. Data also revealed that while participants were navigating ideologies, practices, and procedures that threatened their opportunities for development, they were also charting spaces for their individual and collective joy, healing, and racial socialization. Conclusions/Recommendations: Implications from these data explore the ways in which all-girls independent schools overlook Black girls’ unique geopolitical locations in schools and society and, in so doing, miss opportunities to nurture their development. This study contributes to a rich understanding of the complex interplay between power, identity, culture, and spatiality that Black girls navigate in schooling and society. We advocate for an application of principles and best practices aligned with culturally relevant and culturally sustaining pedagogies that center the experiences of Black girls. We recommend that schools (1) employ situated and intersectional approaches to antiracist educational reform, (2) center Black girl mattering in schooling, and (3) nurture Black girl self-love, joy, and racial literacy.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
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0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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