Keywords
educational research
storytelling
disability studies in education
How to Cite
Abstract
A growing body of research exploring the lives of Black Canadian students largely focuses on achievement and disciplinary outcomes. Such scholarship centers the negative experiences of Black boys, overlooking the quotidian lives of Black Canadian girls in public schools. The lack of educational research engaging Black Canadian girls hinders scholars, educators, and communities from fully reimagining schools for liberation. Drawing from literature and personal stories, this arts-informed autoethnography investigates how I partnered with three Black Canadian girls to reconceptualize their role in research processes. The study relied on disability critical race theory (DisCrit), Black feminist notions of homeplace, and Endarkened storywork to share and analyze narratives of Black girl leadership and innovation. The study revealed how Black researchers and Black Canadian girls used the arts, storytelling, and space to reimagine research processes as homeplace. The study emphasized the need for scholars to engage in research that uphold marginalized Black girls as producers and leaders striving for social change.
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