Cierra Kaler-Jones
Biographic Data
| ID | 6008507 |
|---|---|
| NAME | Cierra Kaler-Jones |
| GIVEN NAMES | Cierra |
| FAMILY NAME | Kaler-Jones |
| SIGNATURE | KALER-JONES C |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0002-0413-3834 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Yes, Teaching and Pedagogical Practices Matter
“I rewrote their story and you can, too”
For Black girls, whose histories are often taught in schools through deficit-based narratives, the need to create and reauthor their personal and communal stories is a resistant act that gives their stories permanence in the present and the future. This article explores how Black girls leveraged creative expression to freedom dream in a virtual summer arts program. Theoretically grounded in Abolitionist Teaching and Critical Race Feminism, this s…
Defining Ourselves for Ourselves”
Black girls have long created their own subversive and creative forms of curriculum and pedagogy. I explore adolescent Black girls’ suggestions for teaching and learning about Black girlhood online based on a virtual summer arts program called Black Girls S.O.A.R. Through performance ethnography, we contended with our conceptualizations of Black girlhood and identity sense-making. The co-researchers suggested that storytelling, learner-centered p…
Defining Ourselves for Ourselves”
Black girls have long created their own subversive and creative forms of curriculum and pedagogy. I explore adolescent Black girls’ suggestions for teaching and learning about Black girlhood online based on a virtual summer arts program called Black Girls S.O.A.R. Through performance ethnography, we contended with our conceptualizations of Black girlhood and identity sense-making. The co-researchers suggested that storytelling, learner-centered p…
Yes, Teaching and Pedagogical Practices Matter
“I rewrote their story and you can, too”
For Black girls, whose histories are often taught in schools through deficit-based narratives, the need to create and reauthor their personal and communal stories is a resistant act that gives their stories permanence in the present and the future. This article explores how Black girls leveraged creative expression to freedom dream in a virtual summer arts program. Theoretically grounded in Abolitionist Teaching and Critical Race Feminism, this s…
Defining Ourselves for Ourselves”
Black girls have long created their own subversive and creative forms of curriculum and pedagogy. I explore adolescent Black girls’ suggestions for teaching and learning about Black girlhood online based on a virtual summer arts program called Black Girls S.O.A.R. Through performance ethnography, we contended with our conceptualizations of Black girlhood and identity sense-making. The co-researchers suggested that storytelling, learner-centered p…
Yes, Teaching and Pedagogical Practices Matter
Narrative (3 works) · Psychology (3 works) · Sociology (3 works) · Aesthetics (2 works) · Art (2 works) · Gender Studies (2 works) · Literature (2 works) · Pedagogy (2 works) · Political science (2 works) · Storytelling (2 works)