Girls of Color navigating oppression, identity, and belonging through insights from a social justice educational programme
Document Type Article
Abstract
This qualitative study examines the impact of a social justice education programme on four girls of colour. We employ an intersectional lens to understand how their social identities shape their perspectives and experiences. The participants highlighted the importance of having a diverse teaching staff, as it provided them with relatable role models whose affirming presence positively influenced their learning experiences and strengthened their self-concept. In addition, the participants emphasized that being in a learning environment that encouraged critical and nuanced discussions about oppression led to complex insights and strategies for navigating their identities and lived experiences. Based on these insights, we offer suggestions for teacher preparation and recommend further research that utilizes intersectional analysis to address the questions and concerns raised by girls of colour, particularly regarding the material conditions affecting their educational experiences.
