“When Black people are talked about the focus tends to be on Black men; and when women are talked about the focus tends to be on White women.” – Bell Hooks
Over the past two decades research centered on the schooling experiences of Black women and girls has steadily increased. This is encouraging as Black women and girls experience many of the race-based policies and practices that impede the success of their male counterparts yet are either invisible or problematized in research, outreach, and school improvement efforts. Moreover, it must be noted that extant literature, by and large, has framed the narrative surrounding Black women and girls absent of culturally relevant methodological frameworks that meaningfully consider our nuanced realities. Other concerns have been raised about how research centered on Black women and girls propagates deficit paradigms and has failed to interrogate Whiteness, which is anti-Black and often upheld and celebrated in the places that we call schools.
Despite our unique challenges Black women and girls have made the impossible possible and have fought long hard battles for equitable and just schools across the globe. This special issue will examine the impact, ingenuity, and leadership practices of Black women and girls in school contexts in the US and abroad. Specifically, the manuscripts included in this volume will trouble the ways in which Black women and girls are represented in society in general and in the fight for educational justice in particular. While all scholars and frameworks will be considered, we are intentionally seeking Black women and international scholars whose work utilizes Black Feminist Thought (Collins, 2000); Critical Race Theory (Ladson-Billings, 1998); Black Girlhood Studies (Butler, 2018), and Intersectionality (Crenshaw, 1991) to (1) disrupt the taken for granted educational practices that privilege Whiteness, (2) highlight the legacy of Black women school leaders, and (3) celebrate Black girls who have demonstrated agency and resistance in classrooms, schools, and communities.
Please submit a proposal of approximately 750 words (excluding references) that explains the purpose, conceptual orientation, and theoretical framework of your study no later than April 1, 2019, to Dr. Terri N. Watson. Only those whose proposals are selected will be invited to submit a full manuscript. We will forward invitations for full manuscripts by May 15, 2019. The invited manuscripts will undergo the journal’s established peer-review process and those whose manuscripts are selected will be included in this special issue. If you have any questions regarding this special issue please contact Dr. Terri N. Watson.
April 1, 2019 750-word proposal due (explains the purpose, conceptual orientation, and theoretical framework of the study)
May 16, 2019 Invitations will be forwarded for full manuscripts
September 1, 2019 First draft (between 5000 and 6000 words, inclusive of references, footnotes, and endnotes) due
Manuscripts sent out for review (two to three blind reviews)
December 15, 2019 Editorial decisions finalized (Accept/Reject/Revise & Resubmit)
March 1, 2020 Revised (Final) draft due
Summer 2020 Special issue published
Butler, T. T. (2018). Black girl cartography: Black girlhood and place-making in education research. Review of Research in Education, 42(1), 28-45.
Collins, P. H. (2000). Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, 2nd Ed. New York, NY: Routledge.
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.
Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.