AUTHOR=Kaler-Jones Cierra TITLE=“I rewrote their story and you can, too”: Black girls’ artistic freedom dreams to create new worlds JOURNAL=Frontiers in Education VOLUME=7 YEAR=2022 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.983496 DOI=10.3389/feduc.2022.983496 ISSN=2504-284X ABSTRACT=

For Black girls, whose histories are often taught in schools through deficit-based narratives, the need to create and reauthor their personal and communal stories is a resistant act that gives their stories permanence in the present and the future. This article explores how Black girls leveraged creative expression to freedom dream in a virtual summer arts program. Theoretically grounded in Abolitionist Teaching and Critical Race Feminism, this study explored eight adolescent Black girls’ (co-researchers) experiences in Black Girls S.O.A.R. (scholarship, organizing, arts, and resistance), a program aimed to co-create a healing-centered space to engage artistic explorations of history, storytelling, Afrofuturism, and social justice with Black girls. The study utilizes performance ethnography to contend with the following research question: (1) How, if at all, do adolescent Black girls use arts-based practices (e.g., visual art, music, hair, and animation) to freedom dream? Analyses of the data revealed that co-researchers used arts-based practices to reclaim personal and historical narratives, dream new worlds, and use art as activism. In this, co-researchers created futures worthy of Black girl brilliance—futures where joy, creativity, equity, and love were at the center. I conclude with implications for how educators and researchers can employ creative, participatory, and arts-based practices and methodologies in encouraging and honoring Black girls’ storytelling and dream-making practices.