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|Title:||Towards a Radical Healing Praxis for Black Girls: Imagining Learning Environments that Foster the Sociopolitical Learning of Adolescent Black Girls|
|Authors:||Logan, Ginnie I.|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Logan, G. I. (2018). Towards a Radical Healing Praxis for Black Girls: Imagining Learning Environments that Foster the Sociopolitical Learning of Adolescent Black Girls . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||In education research and practice, there is a lack of attention paid to the unique racialized gendered needs and experiences of Black girls. This conceptual paper, a work in progress, utilizes the radical healing model (Ginwright, 2010) to (re)frame (Hand, Penual, Gutiérrez, 2012) and reimagine learning environments that not only eradicate but also redress the harm that stems from the structural and symbolic violence imbedded in the formal educational experience many US Black girls endure. A tailored Radical Healing Praxis provides an ecologically responsive pedogeological framework from which researchers and practitioners can begin the work of developing learning environments that lead to the healing and healthy sociopolitical development of Black girl learners.|
|Appears in Collections:||ICLS 2018|
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