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

我的研究是一个纵向的参与式项目，包括表演诗歌工作坊和深度访谈。它将仔细审视黑人女学生在学校面临的认知不公正，无论是证明还是解释性，都可以通过表演诗歌的艺术出口受到挑战。特别是，我的研究将观察这个创造性的平台在多大程度上允许黑人女孩发声并主张她们在学校的经历和知识要求。通过将试图部署“正确使用和分配认识论权力”的认识论原则与将黑人妇女和女孩的经验和知识主张视为客观真理的黑人女权主义认识论结合起来，我的研究将试图回答以下问题（Fricker,2007, 57; Collins, 2002）：第一：黑人女学生如何在认识论上不公正的教育环境中定义自己？黑人女孩的学校经历在多大程度上是由她们所面临的性别歧视和种族主义的交叉歧视所决定的？问题3：作为黑人女学生的生活经历和知识主张的平台，表演诗歌能否促进认知正义？

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?