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 feminized Black 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. 

​Engendering #BlackGirlJoy identifies the pedagogical 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 experience as a high school teacher seeking to create the life-affirming education I desired as a child. It is an invitation to all who are committed to the struggle to preserve and extend Black life. Just as this book centers African American girls’ testimonies, accomplices must listen to feminized Black youth, value their wisdom, and take decisive action—in solidarity with these women and girls—toward the betterment of their lives!

In community,
~Monique

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Coming soon! 
winter 2020

SELECTED PUBLICATIONS 

McArthur, S. & Lane, M. (2019). Schoolin’ Black girls: Politicized caring and healing as pedagogical love. The Urban Review, (51)3, 535-              536.
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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.

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​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