"I Never Really Had the Right Words": Critical Literacies and the Collective Knowledge Building of Girls of Colour

Autor/in	Brown, Tashal
Titel	"I Never Really Had the Right Words": Critical Literacies and the Collective Knowledge Building of Girls of Colour
Quelle	In: Curriculum Inquiry, 52 (2022) 5, S.496-517 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2022.2123215
Schlagwörter	Critical Literacy; Secondary School Students; Minority Group Students; Females; Capacity Building; Leadership Training; Student Leadership; Social Justice; Community Organizations; Power Structure; Intersectionality; Transformative Learning; Political Socialization; Summer Programs; Institutes (Training Programs); Racial Identification; New York (New York); New Jersey (Newark) + Suchen Sie Ihr Suchwort? Kritisches Lesen; Sekundarschüler; Weibliches Geschlecht; Führungslehre; Studentenwerk; Soziale Gerechtigkeit; Pädagogische Transformation; Politische Sozialisation; Sommerkurs; Sommerakademie
Abstract	The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization's core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence how they utilize curriculum and pedagogy that employs an intersectional lens to make sense of the oppressive ideologies, systems, and structures that impact the material conditions of their lives. The thoughts and perspectives shared by the girls in this study demonstrate how a curriculum that facilitates access to terminology focussed on systems of power and oppression helps them to name, understand, and draw connections to their identities and lived experiences. The girls' reflections also attest to the transformations and coalitional thinking cultivated through opportunities to engage with the diverse perspectives shared through their individual and collective narratives about their experiences with institutional, interpersonal, and internalized oppression. The knowledge and validation the girls received from their peers and faculty members strengthened their ability to critique and confront social injustice in their daily lives. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01