{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/107401"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/107401","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Their eyes were watching Zora: storientation, black girl magic, and Afrofuturistic implications for educators","abstract":"This dissertation examines the intersection of Black girl identity and empowerment, drawing upon the concept of “Black Girl Magic” as it correlates with the life and works of Zora Neale Hurston. Through the four stances of Black Girl Magic—realization, resistance, restoration, and resilience—this study reveals how Hurston’s contributions continue to shape Black girlhood and womanhood as a source of strength, creativity, and empowerment. Utilizing an Afrofuturistic and intersectional lens, this research follows a historical approach to explore the resilience of Black girls by analyzing Hurston’s life and literary works and collecting oral histories from Black women scholars across the United States. These narratives provide invaluable insights into Black girls’ resilience and inform future educational practices to support them. This study also addresses the challenges faced by Black girls in educational settings, where they are disciplined at disproportionately high rates. In response, this dissertation advocates for the Sankofa storientation approach in literacy education, which centers on educators’ responsibility to engage with and learn from Black girls’ stories. This model follows a sequence beginning with Me: Educator as Storyteller, where educators reflect on their narratives; Her: Mentor Text as Storyteller, using multimodal texts that highlight Black girls’ experiences; They: Black Girls as Storyteller Apprentices, providing Black girls opportunities to express their identities; and We: Educators and Black Girls as Participant Observers, promoting a reciprocal, active listening approach to understand students deeply. In all, Zora Neale Hurston’s life and work calls for educators and communities to critically examine societal constraints impacting Black girls’ experiences within the African Diaspora. By exploring identity, self-expression, and societal expectations in her writings, this research deepens our understanding of the historical and ongoing struggles Black girls face. This analysis serves not only as a reflection on the past but also as a catalyst for reimagining inclusive and empowering educational practices that uplift Black girlhood.","abstract_html":"This dissertation examines the intersection of Black girl identity and empowerment, drawing upon the concept of “Black Girl Magic” as it correlates with the life and works of Zora Neale Hurston. Through the four stances of Black Girl Magic—realization, resistance, restoration, and resilience—this study reveals how Hurston’s contributions continue to shape Black girlhood and womanhood as a source of strength, creativity, and empowerment. Utilizing an Afrofuturistic and intersectional lens, this research follows a historical approach to explore the resilience of Black girls by analyzing Hurston’s life and literary works and collecting oral histories from Black women scholars across the United States. These narratives provide invaluable insights into Black girls’ resilience and inform future educational practices to support them. This study also addresses the challenges faced by Black girls in educational settings, where they are disciplined at disproportionately high rates. In response, this dissertation advocates for the Sankofa storientation approach in literacy education, which centers on educators’ responsibility to engage with and learn from Black girls’ stories. This model follows a sequence beginning with Me: Educator as Storyteller, where educators reflect on their narratives; Her: Mentor Text as Storyteller, using multimodal texts that highlight Black girls’ experiences; They: Black Girls as Storyteller Apprentices, providing Black girls opportunities to express their identities; and We: Educators and Black Girls as Participant Observers, promoting a reciprocal, active listening approach to understand students deeply. In all, Zora Neale Hurston’s life and work calls for educators and communities to critically examine societal constraints impacting Black girls’ experiences within the African Diaspora. By exploring identity, self-expression, and societal expectations in her writings, this research deepens our understanding of the historical and ongoing struggles Black girls face. This analysis serves not only as a reflection on the past but also as a catalyst for reimagining inclusive and empowering educational practices that uplift Black girlhood.","abstract_has_math":false,"creators":["McClaine, Michelle D."],"institution":"University of Missouri--Kansas City","degree_name":"Ph.D. (Doctor of Philosophy)","degree_level":"Doctoral","degree_discipline":"Educational Leadership, Policy, and Foundations (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["McCarther, Shirley Marie"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T05:18:08Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/107401","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McCarther, Shirley Marie"]},{"key":"dc:creator","label":"Author","values":["McClaine, Michelle D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-02-24T15:30:54Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-02-24T15:30:54Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership, Policy, and Foundations (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. (Doctor of Philosophy)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/107401"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed February 24, 2025","Dissertation advisor: Shirley Marie McCarther","Vita","Includes bibliographical references (pages 247-258)","Dissertation (Ph.D)--Department of Educational Leadership, Policy, and Foundations. University of Missouri--Kansas City, 2024"]},{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation examines the intersection of Black girl identity and empowerment, drawing upon the concept of “Black Girl Magic” as it correlates with the life and works of Zora Neale Hurston. Through the four stances of Black Girl Magic—realization, resistance, restoration, and resilience—this study reveals how Hurston’s contributions continue to shape Black girlhood and womanhood as a source of strength, creativity, and empowerment. Utilizing an Afrofuturistic and intersectional lens, this research follows a historical approach to explore the resilience of Black girls by analyzing Hurston’s life and literary works and collecting oral histories from Black women scholars across the United States. These narratives provide invaluable insights into Black girls’ resilience and inform future educational practices to support them. This study also addresses the challenges faced by Black girls in educational settings, where they are disciplined at disproportionately high rates. In response, this dissertation advocates for the Sankofa storientation approach in literacy education, which centers on educators’ responsibility to engage with and learn from Black girls’ stories. This model follows a sequence beginning with Me: Educator as Storyteller, where educators reflect on their narratives; Her: Mentor Text as Storyteller, using multimodal texts that highlight Black girls’ experiences; They: Black Girls as Storyteller Apprentices, providing Black girls opportunities to express their identities; and We: Educators and Black Girls as Participant Observers, promoting a reciprocal, active listening approach to understand students deeply. In all, Zora Neale Hurston’s life and work calls for educators and communities to critically examine societal constraints impacting Black girls’ experiences within the African Diaspora. By exploring identity, self-expression, and societal expectations in her writings, this research deepens our understanding of the historical and ongoing struggles Black girls face. This analysis serves not only as a reflection on the past but also as a catalyst for reimagining inclusive and empowering educational practices that uplift Black girlhood."]},{"key":"dc:title","label":"Title","values":["Their eyes were watching Zora: storientation, black girl magic, and Afrofuturistic implications for educators"]}]}],"canonical_facts":{"dc:contributor.advisor":["McCarther, Shirley Marie"],"dc:creator":["McClaine, Michelle D."],"dc:date.accessioned":["2025-02-24T15:30:54Z"],"dc:date.available":["2025-02-24T15:30:54Z"],"dc:date.issued":["2024"],"dc:description":["Title from PDF of title page, viewed February 24, 2025","Dissertation advisor: Shirley Marie McCarther","Vita","Includes bibliographical references (pages 247-258)","Dissertation (Ph.D)--Department of Educational Leadership, Policy, and Foundations. University of Missouri--Kansas City, 2024"],"dc:description.abstract":["This dissertation examines the intersection of Black girl identity and empowerment, drawing upon the concept of “Black Girl Magic” as it correlates with the life and works of Zora Neale Hurston. Through the four stances of Black Girl Magic—realization, resistance, restoration, and resilience—this study reveals how Hurston’s contributions continue to shape Black girlhood and womanhood as a source of strength, creativity, and empowerment. Utilizing an Afrofuturistic and intersectional lens, this research follows a historical approach to explore the resilience of Black girls by analyzing Hurston’s life and literary works and collecting oral histories from Black women scholars across the United States. These narratives provide invaluable insights into Black girls’ resilience and inform future educational practices to support them. This study also addresses the challenges faced by Black girls in educational settings, where they are disciplined at disproportionately high rates. In response, this dissertation advocates for the Sankofa storientation approach in literacy education, which centers on educators’ responsibility to engage with and learn from Black girls’ stories. This model follows a sequence beginning with Me: Educator as Storyteller, where educators reflect on their narratives; Her: Mentor Text as Storyteller, using multimodal texts that highlight Black girls’ experiences; They: Black Girls as Storyteller Apprentices, providing Black girls opportunities to express their identities; and We: Educators and Black Girls as Participant Observers, promoting a reciprocal, active listening approach to understand students deeply. In all, Zora Neale Hurston’s life and work calls for educators and communities to critically examine societal constraints impacting Black girls’ experiences within the African Diaspora. By exploring identity, self-expression, and societal expectations in her writings, this research deepens our understanding of the historical and ongoing struggles Black girls face. This analysis serves not only as a reflection on the past but also as a catalyst for reimagining inclusive and empowering educational practices that uplift Black girlhood."],"dc:identifier.uri":["https://hdl.handle.net/10355/107401"],"dc:language.iso":["en"],"dc:title":["Their eyes were watching Zora: storientation, black girl magic, and Afrofuturistic implications for educators"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational Leadership, Policy, and Foundations (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. (Doctor of Philosophy)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:18:08Z"}