Their eyes were watching Zora: storientation, black girl magic, and Afrofuturistic implications for educators

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.

Name thesis:degree_name

Ph.D. (Doctor of Philosophy)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational Leadership, Policy, and Foundations (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2024

Author dc:creator

• McClaine, Michelle D.

Advisor dc:contributor.advisor

• McCarther, Shirley Marie

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10355/107401

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/107401