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Abstract

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).

Author Biography


Amanda E. Lewis is Professor of Sociology and African American Studies and Director of the Institute for Research on Race and Public Policy at the University of Illinois at Chicago. She is a white anti-racist scholar who has been studying racial dynamics in schools for over two decades. She regularly works with educators to advance racial justice in schools.


Deana G. Lewis is a graduate student in educational policy studies and a research assistant at the Institute for Research on Race and Public Policy at the University of Illinois at Chicago. She is a black feminist as well as a prison abolitionist scholar-activist who supports those of marginalized genders who have defended themselves against intimate partner violence/domestic violence only to be jailed by the state.

 

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