In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 85, Heft 3, S. 261
Black Girlhood Studies provide an authentic vantage point for the narratives and experiences of young Black girls today. Black women working alongside Black girls play a central role in the development of the field, yet their narratives and experiences as former Black girls remain decentered. Using autoethnography, we describe the experiences of seven community-engaged Black women scholars, including one professor who teaches Black Girlhood Studies courses and is the co-creator of a virtual space for middle school Black girls called Black Girl Magic (BGM), and six undergraduate students who are enrolled in the course and/or serve as BGM co-facilitators. We discuss how teaching, learning, and practicing Black Girlhood Studies shapes a collective rememorying process for Black women seeking to make their girlhood experiences legible.