'Keep Walls Down Instead of Up': Interrogating Writing/Making as a Vehicle for Black Girls' Literacies

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  • Author(s): Brownell, Cassie J. (ORCID Brownell, Cassie J. (ORCID 0000-0002-8640-2777)
  • Source:
    Education Sciences. 2020 10.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: [email protected]; Web site: http://www.mdpi.com
    • Peer Reviewed:
      Y
    • Source:
      15
    • Intended Audience:
      Researchers; Practitioners
    • Education Level:
      Early Childhood Education
      Elementary Education
      Grade 3
      Primary Education
    • Subject Terms:
      African American Students; Females; Literacy; Grade 3; Elementary School Students; Identification (Psychology); History; Cooperation; Cognitive Processes; Immigration; Teaching Methods; Humanities; Writing (Composition); Writing Assignments; Cultural Influences; Social Justice; Collaborative Writing; Political Issues; Role Playing
    • ISSN:
      2227-7102
    • Abstract:
      Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls' literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls' making exemplified the six components of the Black Girls' Literacies Framework--an asset-oriented framing that highlights how Black girls' literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad & Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls' literacies to be made visible through making.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1258769