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Queens gettin ’lit! A strategy for Black elementary schoolgirls in education
This dissertation examines the implementation of a curricular intervention for directly addressing oppressive practices in the American public education system by implementing inclusive, culturally relevant curriculum content based in Black feminist pedagogy and recognizing the voices of Black elementary schoolgirls in an urban public elementary school setting. This study used narrative case study methodology to examine the experience of Black girls with a curriculum that highlights pre-colonial African history and engaged them activities meant to develop agency and activism. Findings indicate that participants gained cultural heritage knowledge and agency while developing a strong sense of academic identity. This qualitative study informs researchers and education practitioners of methods that can support Black girls’ academic achievement, which begins when they can experience and learn from positive self-images reflected in their own academic experience.