Theoretical and Methodological Approaches That Center Black Women and Girls in Education
Africana Womanism:
Alexander-Floyd, N. G., & Simien, E. M. (2006). Revisiting" what's in a name?": Exploring the contours of Africana womanist thought. Frontiers: A Journal of Women Studies, 27(1), 67-89.
Hudson-Weems, C., & Sofala, Z. (1995). Africana womanism: Reclaiming ourselves. Troy, MI: Bedford Publishers.
Black Feminist Thought:
Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge.
Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), 14-32.
Cooper, B. C. (2015). Love No Limit: Towards a Black Feminist Future (In Theory). The Black Scholar, 45(4), 7-21.
Guy-Sheftall, B. (Ed.)(1995). Words of fire: An anthology of African-American feminist thought. New York: The New Press.
Hooks, B. (2000). Feminist theory: From margin to center. London: Pluto Press.
Hooks, B. (1989). Talking back: Thinking feminist, thinking black. Boston, MA: South End Press.
Howard-Hamilton, M. F. (2003). Theoretical frameworks for African American women. New directions for student services, 2003(104), 19-27.
Critical Race Theory and Critical Race Feminism:
Evans-Winters, V. E., & Esposito, J. (2010). Other People's Daughters: Critical Race Feminism and Black Girls' Education. Educational Foundations, 24, 11-24.
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.
Ladson-Billings, G., & Tate IV, W. F. (1995). Toward a Critical Race Theory of Education. Teachers College Record, 97(1), 47-68.
Endarkened Feminism:
Croom, N. N., & Patton, L. D. (2015). Using Endarkened and Critical Race Feminist Perspectives to Question and Analyze Knowledge Production Narratives. In F. Bonner (Ed.) Black Faculty in the Academy: Narratives for Negotiating Identity and Achieving Career Success, 67-78. New York, NY: Routledge.
Dillard, C. B. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. International Journal of Qualitative Studies in Education, 13(6), 661-681.
Hip Hop Feminism:
Brown, R. N. (2009). Black girlhood celebration: Toward a hip-hop feminist pedagogy. New York, NY: Peter Lang.
Durham, A., Cooper, B. C., & Morris, S. M. (2013). The stage hip-hop feminism built: A new directions essay. Signs, 38(3), 721-737.
Love, B. L. (2012). Hip hop's li'l sistas speak: Negotiating hip hop identities and politics in the new South. New York, NY: Peter Lang.
Morgan, J. (1999). When chickenheads come home to roost: A hip-hop feminest breaks it down. New York, NY: Simon and Schuster.
Intersectionality:
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford law review, 43(6) 1241-1299.
Museus, S. D., & Griffin, K. A. (2011). Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse. New Directions for Institutional Research, 2011(151), 5-13.
Storytelling and Narrative Analysis:
Banks-Wallace, J. (2002). Talk that talk: Storytelling and analysis rooted in African American oral tradition. Qualitative Health Research, 12(3), 410-426.
Bell-Scott, P. (1994). Life notes: Personal writings by contemporary Black women. New York: W. W. Norton.
Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. Jossey-Bass Incorporated Pub.
Image: Cathy Wall UVA Medical Resident, 1974. (http://voicesandvisibilityuva.org/about-these-portraits/women-at-uva-history/