Black and brown girls remain too often at the margins not only in society at large and in our schools but also in our research and writing about schools. Herein we argue for careful consideration of the specific ways that their raced and gendered identities render these girls vulnerable and put them in jeopardy so that educators and scholars do not become complicit in their marginalization. We focus on dynamics of invisibility and hypervisibility. While these dynamics may seem to be diametrically opposite, both involve the process of what scholar Nancy Fraser (2000) calls “misrecognition” (p. 113).
Lewis, A. E., & Lewis, D. G. (2017). Where our Girls at? The Misrecognition of Black and Brown girls in schools. Occasional Paper Series, 2017 (38). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2017/iss38/9
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