Black girls are not magic; they are human: Intersectionality and inequity in the Greater Toronto Area (GTA) schools. Issue 2 (14th March 2020)

• Record Type: Journal Article
• Authors: McPherson, Kisha
• Is Part Of: Curriculum inquiry. Volume 50:Issue 2(2020)
• Page Start: 149
• Page End: 167
• Publication Date: 2020-03-14
• Subjects: Black girls -- Black students -- Intersectionality -- Multicultural/diversity education -- Educational policy -- School educational reform; Education -- Curricula -- Periodicals; 375.0005
• DOI: 10.1080/03626784.2020.1729660
• Languages: English
• ISSNs: 0362-6784

Abstract

Abstract: For decades, research summarizing educational outcomes has indicated significant disparities, which continue to impact the academic achievement and wellbeing of Black students in Ontario. These concerns are further amplified due to the lack of disaggregated educational data, making it difficult to outline and address disparities for specific groups of Black students, such as Black girls. Equity and inclusion policies implemented by the Ontario government focus on meeting the needs of Black students; however, reviewing provincial educational plans reveals a failure to explicitly account for intersectionality in Black students and as result, the nuanced needs of specific Black students, particularly Black girls, are ignored. This article uses critical discourse analysis combined with tenets of Black feminist epistemologies to contextualize first-hand accounts of the school experiences of 11 Black girls living in the Greater Toronto Area (GTA). The qualitative data, collected for a larger study, exposes harmful learning environments, which include incessant teacher microaggressions and differential treatment practices that Black girls regularly experience in GTA schools. In spite of popular contemporary themes such as #Blackgirlmagic, used to uplift and empower Black girls in adverse circumstances, it is important to acknowledge that Black girls are not inherently magical and therefore, cannot individually resolve the larger systemic educational issues which impact them. In the end, if efforts to address educational inequities through policies and practices are meant to resolve disparities for all Black students in Ontario, the impact of intersectionality demands that the barriers experienced by Black girls in school receive immediate careful consideration.