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 our women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many of us rally for liberation on the frontlines, how might educational institutions intervene as sources of respite and reparation?
 
Historically, racialized sexism in U.S. schools has manifested uniquely for Black girl-identified adolescents (including cisgender, queer, and transgender youth). These learners face heightened exposure to malicious discourses and exclusionary disciplinary policies. Engendering #BlackGirlJoy identifies the teaching practices that equip young Black women to locate, analyze, heal from, and ultimately thrive through the suffering they face inside and outside of schools.
 
The book is rooted in my experiences as a South Los Angeles high school teacher working at my alma mater, trying to cultivate the life-affirming education that I desired as a child. Centering my students’ perspectives, I outline a Black feminist pedagogical framework that inspired bountiful #BlackGirlJoy in one embattled public school. This text is a heartfelt offering to educators committed to taking courageous and innovative action—in solidarity with Black girl learners—toward the betterment of their lives!
 
In community,
~Dr. Mo
Purchase on Amazon or the Peter Lang website.
SELECTED PUBLICATIONS: 
Lane, M. (2022). When Black girls unite: How critical teacher reflection can lead to a powerful pedagogy. In D. C. Hucks, Y. Sealey-Ruiz,
            S. C. Carothers, V. S. Showunmi, & C. W. Lewis (Eds). Purposeful teaching and learning in diverse contexts: Education    
            for access, equity and achievement.


Lane, M. (2022). 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. (2021). Engendering #BlackGirlJoy: How to cultivate empowered identities and educational persistence in
            struggling schools. Peter Lang.
​
Lane, M. & Carr, K. (2021). Listen to her!: Black girls constructing activist identities in a school-based leadership program. In O.
           Delano-Oriaran, E. Moore Jr., M. Penick-Parks, A. Michael, S. Arki, and O. Swindell (Eds). Teaching beautiful brilliant Black girls: A
           radical transformation for educators.

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.
Picture
​
​SELECTED AWARDS AND RECOGNITIONS:
2021-2022                   Saint Mary's College of California Provost Research Grant

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