ABSTRACT
Black girls are often overlooked and undertheorized in educational policy discourse analysis. Their stories are subsumed under racial narratives or erased from gender narratives. Black girls, essentially, are nobodies. In Nobody: Casualties of America’s War on the Vulnerable, From Ferguson to Flint, Lamont Hill (2017) explained that to be a Nobody in the 21st century is to be “vulnerable … subjected to State violence … confront systems of State violence … to be abandoned … and to be disposable” (pp. xiii–xxi). Recent documentation suggests that Black girls are just as abandoned and disposable within and across school contexts (Carter Andrews et al., 2019; Hines-Datiri & Carter Andrews, 2017).
