Introduction

For centuries, Black women leading thinkers such as Sojourner Truth, Ida B. Wells, Phillis Wheatley, and Anna Julia Cooper have taught Black women that what counts as being literate has always been tied to social, political, economic, and historical contexts. The same reality is true for Black girls today. The social and academic success and well-being of Black girls in school contexts cannot be achieved without educators. Literacy educators are in a particular position to engage the literacy and literary traditions of Black girls and womanhood to help their students combat the harsh realities they may face. Additionally, Black girls deserve literacy practices that are designed to advance their academic success, identity development, sociopolitical consciousness, and joy. This edited volume features the research of literacy and English educators who work with practicing teachers, pre-service educators, and Black girls and women. Their research traverses the multiple literacies of writing, comprehending literature, digital media, and community engagement. The authors in this volume draw on their collective yet individual experiences as Black women scholars and teacher educators to share ways to transform the identity development of Black girls within and beyond official school contexts. To this end, each author connects their thoughtful work to the Black Girls’ Literacies Framework.