Evans-Winters, Venus E.
Teaching Black Girls
Resiliency in Urban Classrooms
Year of Publication: 2005
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2005. IX, 185 pp.
ISBN 978-0-8204-7103-7 pb. (Softcover)
Weight: 0.280 kg, 0.617 lbs
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Researchers and theorists are calling for more research that considers the interaction of race, class, and gender in urban education research and practice. Teaching Black Girls: Resiliency in Urban Classrooms is the first book to directly focus on the pedagogical and educational needs of poor and working-class African American female students. Blurring the boundaries between research, theory, and practice, Teaching Black Girls offers teachers and educational advocates an alternative lens to approach positive educational development in urban schools. Using data from a three-year ethnography, this book explores ways in which teachers and educational institutions can foster resilience in students who acquire many risks and vulnerabilities in a society that privileges whiteness, wealth, and men. The author merges the tenets of postmodernism, Black feminism, and critical pedagogy to offer insight into the learning dynamics of students who may encounter multiple adversities in the home, community, and school.
About the author(s)/editor(s)
The Author: Venus E. Evans-Winters is Assistant Professor of Education and Sociology at Illinois Wesleyan University. She received her Ph.D. in educational policy studies with a specialization in the sociology of education from the University of Illinois at Urbana-Champaign. Her areas of interest are urban education, resiliency, feminisms, critical pedagogy, and research methods in education.
«‘Teaching Black Girls’ is told by a voice so rich in character that it challenges us to deal effectively with the intersections of race, gender, and class. Through richly intertwined personal narratives we are reminded or introduced to what it is like growing up as an African American female. The voices of these resilient students stand out among the common discourse in which educational policies are too often based. This book should be a vital resource for teachers, educational administrators, university faculty, and policy makers who are change agents within urban schools.» (Dawn G. Williams, Professor of Educational Administration, Howard University)
«‘Teaching Black Girls’ is a beautifully written ethnography that performs what it promises. Namely, Evans-Winters challenges the reader to redefine resiliency for African American girls as hybrid and participatory. Utilizing ‘Black Womanist’ thinking, Evans-Winters develops critiques that are as complex as the lives of the girls she portrays, and compellingly argues we are all responsible for and to the resiliency of youth.» (Wanda Pillow, Professor of Educational Policy Studies, University of Illinois at Urbana-Champaign)
Counterpoints: Studies in the Postmodern Theory of Education. Vol. 279
General Editors: Joe L. Kincheloe and Shirley R. Steinberg