ABSTRACT
Education is the state apparatus of elimination that seeks to suppress non-white, cis-gendered, and wealthy (in all forms of capital) students from being “productive” members of society. To uphold whiteness, education continues to evolve to incorporate various technologies of elimination, including policing (Dumas, 2016; Maynard, 2017a; McPherson, 2020). Though there is significant scholarship on anti-Blackness in education, sexism, and misogyny in education, the nexus of Black and girlhood is often neglected (Macías, 2015; McPherson, 2020). This chapter gives critical, academic, and reflexive space to assess misogynoir in Canadian education. In this chapter, I argue that formal educational spaces are a primary force responsible for the social and physical policing and surveillance of Black girlhood (Maynard, 2017b; 2017c; McPherson, 2020). To further specify my argument, I situate my lived experiences to contend that post-racialism enables state-sanctioned educational institutions, policy, and its actors to engage in the policing and surveillance of Black girlhood in “invisible” yet pernicious ways (Collins, 1999; Goldberg, 2007; Maynard, 2017b; 2017c).
