Both educational research and practices pay little attention to the experiences of girls related to trauma within the school-to-prison pipeline. Educators typically take a deficit approach toward youth experiencing trauma and often reinforce trauma through discriminatory and exclusionary disciplinary practices. Using a Youth Participatory Action Research (YPAR) methodology centered in the authentic experiences of Black girls, with an intentional focus on their agency and growth, I conducted a research study that educated, coached, and supported a research team collectively known as Queens Speak. This research explored the emerging, explanatory conceptual framework of Critical Post-Traumatic Growth. This framework combines Critical Race Theory and Post-Traumatic Growth, highlighting eight tenets that can be used as a lens to both explore and increase the growth among Black girls. These tenets are: context, identity, struggle, resistance, navigation, community, voice and hope. Drawing from this framework, this article examines educational justice through the eyes of Black high school femmes: cis, trans and gender fluid girls who developed a research team to explore and share their lived experiences. It focuses specifically on the growth exhibited by Queens Speak during and after the YPAR project.
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Ault, Stacey C..
"Critical Post-Traumatic Growth among Black Femme High School Students within the School to Prison Pipeline: A Focus on Healing,"
International Journal of Human Rights Education, 5(1)
Retrieved from https://repository.usfca.edu/ijhre/vol5/iss1/7