We are living in historic times and negotiating multiple national crises. The confluence of the COVID-19 pandemic and unrelenting state-sanctioned murders of Black people has disproportionately impacted Black women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many Black women and youth rally for liberation on the frontlines with indigenous and POC co-conspirators, how might educational institutions intervene as sources of respite and reparation? Presently, racialized sexism in U.S. schools manifests uniquely for Black girl-identified adolescents. These learners— including cisgender, queer, and transgender youth—face heightened exposure to exclusionary disciplinary policies and discourses that malign African American girls as lazy, hyper-sexual, and disposable. In these socio-politically volatile times, I call on my educator comrades to act radically and imaginatively to disrupt the erosion of these students’ well-being. |
Coming soon! |
SELECTED PUBLICATIONS
McArthur, S. & Lane, M. (2019). Schoolin’ Black girls: Politicized caring and healing as pedagogical love. The Urban Review, (51)3, 535- 536.
Lane, M. (2018). “For real love”: How Black girls benefit from a politicized ethic of care. International Journal of Educational Reform, 27(3), 269-290.
Lane, M. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity &
Excellence in Education, 50(1), 13-24.
Lane, M. (2015). Black girl interrupted: A reflection on the challenges and possibilities in transitioning from the community to the academy. In V. Evans-Winters and B. Love (Eds). Black feminism in education: Black women speak back, up, & out.
Lane, M. (In Press). Toward a politicized ethic of care about Black women and girls in education. In L. Patton, V. Evans-Winters, C. Jacobs (Eds). Investing in the Educational Success of Black Women and Girls.
Lane, M. (In Production). Engendering #BlackGirlJoy: How to cultivate empowered identities and educational persistence in
struggling schools. New York, NY: Peter Lang.
McArthur, S. & Lane, M. (2019). Schoolin’ Black girls: Politicized caring and healing as pedagogical love. The Urban Review, (51)3, 535- 536.
Lane, M. (2018). “For real love”: How Black girls benefit from a politicized ethic of care. International Journal of Educational Reform, 27(3), 269-290.
Lane, M. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity &
Excellence in Education, 50(1), 13-24.
Lane, M. (2015). Black girl interrupted: A reflection on the challenges and possibilities in transitioning from the community to the academy. In V. Evans-Winters and B. Love (Eds). Black feminism in education: Black women speak back, up, & out.
Lane, M. (In Press). Toward a politicized ethic of care about Black women and girls in education. In L. Patton, V. Evans-Winters, C. Jacobs (Eds). Investing in the Educational Success of Black Women and Girls.
Lane, M. (In Production). Engendering #BlackGirlJoy: How to cultivate empowered identities and educational persistence in
struggling schools. New York, NY: Peter Lang.
AWARDS AND RECOGNITIONS
2014 – 2016 Columbia University, Teachers College Provost's Postdoctoral Fellowship
2012 – 2013 UCLA Graduate School of Education & Information Studies, Distinguished Teaching Associate Award
2007 – 2008 Crenshaw High School, Faculty Member of the Year
2006 – 2007 Crenshaw High School, Recognized by student body as one of the most dedicated teachers
2005 – 2006 Crenshaw High School, Most Inspirational Teacher
AWARDS AND RECOGNITIONS
2014 – 2016 Columbia University, Teachers College Provost's Postdoctoral Fellowship
2012 – 2013 UCLA Graduate School of Education & Information Studies, Distinguished Teaching Associate Award
2007 – 2008 Crenshaw High School, Faculty Member of the Year
2006 – 2007 Crenshaw High School, Recognized by student body as one of the most dedicated teachers
2005 – 2006 Crenshaw High School, Most Inspirational Teacher