Abstract
As our global public health, race, and education crises continue to converge, PK-12 teachers must engage justice-oriented pedagogies. This historical moment highlights BIPOC children’s dehumanizing experiences, yet Black girls’ educational lives remain invisible. To address these issues within teacher education, scholars suggest teachers need to develop critical consciousness and reject deficit views of students, especially Black girls. Therefore, I discuss how we can support educators and teacher educators in recognizing and sustaining #BlackGirlMagic (i.e., Black girls’ and women’s universal awesomeness and brilliance). We can prepare educators to celebrate the diversity of Black girlhoods and disrupt monolithic views of who Black girls are/becoming in their classrooms.
Author Biography
Dr. Tia C. Madkins
Dr. Tia C. Madkins is an assistant professor in the STEM Education Program and the Department of Curriculum and Instruction in the College of Education and a faculty research affiliate with the Population Research Center and the Center for the Study of Race and Democracy at The University of Texas at Austin. Her research focuses on supporting PK-16 educators to design inclusive STEM + computing classrooms and engage equity-focused teaching practices to transform learning environments for minoritized learners, especially Black girls.
Recommended Citation
Madkins, T. C.
(2021).
Recognizing and Sustaining #BlackGirlMagic: Reimagining Justice-Oriented Approaches in Teacher Education.
Occasional Paper Series,
(46).
DOI: https://doi.org/10.58295/2375-3668.1405
Included in
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