Citation

Esposito J, Edwards EB. Educ. Urban Soc. 2018; 50(1): 87-107.

Copyright

(Copyright © 2018, SAGE Publishing)

DOI

10.1177/0013124517729206

PMID

unavailable

Abstract

The recent death of Amy Joyner, a promising Wilmington, Delaware, high school sophomore demonstrates very clearly the ways in which Black girls are made vulnerable in urban schools. Joyner, an honor roll student, was jumped by a group of girls in the bathroom just before classes began. The alleged cause of the fight was jealousy over a boy. Black girls are bombarded with popular culture messages defining Black femininity along narrow notions of sex appeal, maintaining romantic relationships, and having the ability to fight. Black girls are neither invited in the process of critically examining their popular representation nor supported in thinking through its impact in their own lives. This aspect of the null curriculum, coupled with Black girls' persistent criminalization, makes schools risky places for Black girls. They are left to navigate a society which misunderstands their gender performance without the support or opportunities they need to develop authentic definitions of self, all the while being held subject to beliefs, policies, and practices which surveil and contain them. Despite the neoliberal assault urban educators face, this article argues that urban educators have an epistemic responsibility to critically examine the denigration of Black womanhood in society, incorporate critical media literacy lessons as one response, and pedagogically support Black girls in the creation of counternarratives as a matter of ethical import. Without such practices, urban schools remain complicit in the physical and civic deaths of Amy Joyner, the girls who attacked her, and all other Black girls caught in the web of risk many urban schools leave unexamined.

Language: en