Abstract
Because Black girls are seen as oppositional to middle-class, white femininity and positioned as unworthy of protection within oppressive systems, Black girl play is deemed dangerous. Thus, we created The Black Girl Collective (BGC) and convened to consider: What do we learn from witnessing Black girls’ joyful acts through their digital dance challenge performances? We recognize Black girls’ digital dance practices as praxis and offer implications and possibilities for how researchers and educators can tune their gaze to reimagine learning environments for all children, especially Black girls.
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