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Journal Article

“We Need More ‘US’ in Schools!!”: Centering Black Adolescent Girls’ Literacy and Language Practices in Online School Spaces

Delicia Tiera Greene
The Journal of Negro Education
Vol. 85, No. 3, Why We Can’t Wait: (Re)Examining the Opportunities and Challenges for Black Women and Girls in Education (Summer 2016), pp. 274-289
DOI: 10.7709/jnegroeducation.85.3.0274
Stable URL: http://www.jstor.org/stable/10.7709/jnegroeducation.85.3.0274
Page Count: 16
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“We Need More ‘US’ in Schools!!”: Centering Black Adolescent Girls’ Literacy and Language Practices in Online School Spaces
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Abstract

This qualitative inquiry, situated within the social networking site, Facebook and an urban public library, examined the way six Black adolescent girls represented self and made sense of and disrupted representations of Black girlhood through book club discussions of the street literature text, PUSH by Sapphire. Online discussions, field observations, focus group interviews, and a researcher journal were employed. Hip-hop feminist theory, new literacy studies, and reader response theory undergirded this study. Findings revealed that participants’ self-representations were shaped by (a) the use of multiple modalities (b) the collective Black girl experience (c) society’s neglect of Black girls (d) perspectives around personal traumatic experiences; and (e) social norms around literacy and language.

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