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Article

“Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies

Ontario Institute for Studies in Education (OISE), University of Toronto, Toronto, ON M5S 1V6, Canada
Educ. Sci. 2020, 10(6), 159; https://doi.org/10.3390/educsci10060159
Received: 25 April 2020 / Revised: 6 June 2020 / Accepted: 7 June 2020 / Published: 11 June 2020
(This article belongs to the Special Issue Young Children, Maker Literacies and Social Change)
Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls’ literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls’ making exemplified the six components of the Black Girls’ Literacies Framework—an asset-oriented framing that highlights how Black girls’ literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad & Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls’ literacies to be made visible through making. View Full-Text
Keywords: Black girls’ literacies; writing; making; maker literacies; early childhood education; immigration Black girls’ literacies; writing; making; maker literacies; early childhood education; immigration
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MDPI and ACS Style

Brownell, C.J. “Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies. Educ. Sci. 2020, 10, 159. https://doi.org/10.3390/educsci10060159

AMA Style

Brownell CJ. “Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies. Education Sciences. 2020; 10(6):159. https://doi.org/10.3390/educsci10060159

Chicago/Turabian Style

Brownell, Cassie J. 2020. "“Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies" Education Sciences 10, no. 6: 159. https://doi.org/10.3390/educsci10060159

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