The author argues that Afrofuturist literacy stances can act as one liberatory intervention in the broader collective struggle against the spacetime imperialism of censored literacies.

The article advocates for artful inquiry as a methodological shift that embraces cultural heritage and personal reflection, proposing that Octavia Butler’s techniques can enrich contemporary qualitative research.

We argue that the humanity and mattering of Black people have always lived in Black girlhood, but the potentiality of Black girlhood as a creative space for designing Black approaches in educational research has yet to be fully realized.

This article utilizes Endarkened Storywork to explore how one Black mother used ancestral knowing to help her children develop the navigational capital to succeed in a small, urban characteristic city.

The purpose of this article is to examine how arts-based pedagogies in the teacher education classroom might provide space for preservice teachers to cultivate their imaginative proclivities toward racial justice.

This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics.

I highlight how Black girls’ incisive responses to a literary text suggest the need for educators and researchers to expand how we consider culture in our pedagogical and curricular decisions.

In this article, I use womanist discourse analysis to examine the unstructured talk of six Black girl nerds who participated in a writing workshop.

The findings suggest that critical readings of canonical texts cannot offer a hospitable welcome to marginalized and othered youth in ELA classrooms. Instead we offer a hospitable literacy approach to text selection in ELA classrooms.

The authors reflect on their own past classroom text selections and practices to illustrate their unintentional complicity in upholding whiteness within their classrooms.

We engage in a critical content analysis of Tracey Deonn’s Legendborn to explore how the author upends the dichotomy between trauma and joy and showcases the numerous emotions that lead the protagonist toward healing in the afterlife of trauma.

In this article, show how Black girls are situated as monstrous and find ways to resist within texts, but I also connect this positioning to real Black girls, who are consistently stereotyped as threats and dangers and who continuously persist.

The purpose of this paper is to further theorize BlackCrit to include a deeper focus on the framing idea of Black liberatory fantasy via Afrofuturism.

I examine the fantasy short stories of two Black middle school girls who participated in a writing workshop to explore how they resisted spatial control by creating new worlds they had the power to construct and dismantle.

This paper uses an assignment given to the authors’ preservice teachers to address and push back against common arguments used to uphold canonical text selection in secondary ELA classrooms.

In this article, we center Monae’s album and offer the framework, Black Feminist Wondaland

This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education.

I explore how Black girls’ science fiction writing is grounded in their ways of being and knowing, but also how this writing foregrounds their freedom dreams.

Emancipating the fantastic from dominant narratives requires educators to center Black authors and characters, highlight stories beyond Black pain, and show a commitment to broadening Black girls’ mirrors and telescopes.

This article showcases how one Black girl uses speculative fiction as testimony and counterstory, calling for readers to bear witness to her experiences & inviting witnesses to respond to the negative experiences she faces as a Black girl in the US.