Abstract
Black females experiencing homelessness face significant barriers in transitioning from secondary to postsecondary education (Government Accountability Office, 2016). Previous scholarship has often overlooked the complexities of intersectional identities and the nonmaterial aspects of being unhoused, such as social exclusion, stigma, and social legitimacy issues exacerbated by neoliberal conditions. This track employs endarkened storywork (Toliver, 2021), abolitionist pedagogy (Love, 2019), and critical race feminism (Evans-Winters & Esposito, 2010) to uplift the voice and complexity of a Black girl negotiating with her experience of being unhoused during her postsecondary educational journey. From these frameworks and through her story, we posit elements of an abolitionist storywork that illuminates central themes in the quest for liberatory efforts for unhoused students in educational settings.
Recommended Citation
Murray, N., Brown, T. T., & West, D. (2025). A Place to Belong: Abolitionist Storywork Through the Experience of an Unhoused Black Girl. Black Educology Mixtape "Journal", 3(1). Retrieved from https://repository.usfca.edu/be/vol3/iss1/16