Black schoolgirls, epistemic injustice, and the pursuit of self definition through performance poetry

点击翻译按钮获取中文摘要

My research is a longitudinal participatory project involvingperformance poetry workshops and in-depth interviews. It willscrutinise how the epistemic injustices Black schoolgirls face inschool, both testimonial and hermeneutical can be challengedthrough the artistic outlet of performance poetry. In particular,my study will observe the extent to which this creative platformcan allow Black girls the ability to vocalise and assert theirexperiences and knowledge claims of their schooling. Throughcoalescing the tenets of epistemic justice, which attempts todeploy 'the proper use and allocation of epistemic power' andBlack feminist epistemology, which positions Black women andgirls' experiences and knowledge claims as objective truths, mystudy will attempt to answer the following questions (Fricker,2007, 57; Collins, 2002):Q1: How do Black schoolgirls define themselves withineducational environments that are epistemologically unjust?Q2: To what extent are Black girls' school experiences definedby the intersecting discriminations of sexism and racism theyface?Q3: Can performance poetry foster epistemic justice by actingas a platform for Black schoolgirls' lived experiences andknowledge claims?