Abstract
Through my work with Black youth, in the form of writing and literacy research, I have engaged with them on the edges of school. I joined students in hallways, offices, libraries, and lunch rooms to engage in dialogue with them about being and becoming. At the intersection of my conducting literacy research and being (queer, Black, female, mother, teacher, and scholar) on the edge of school is that literacy is crucial in subverting oppressive racial, body, beauty, and gender politics as well as in restoring spaces for individual and communal change, growth, and love. Using Black Feminist Thought and an Endarkened Feminist Epistemology, this study examined my teaching, researching, and being (queer) on the edge of West High School and illuminated my experiences with three youths, Ava, Nilah, and Jabir, in order to provide insight into how a Professor in Residence model might be used to queer educational spaces, beginning with those of the edges of school.
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