In order to develop critical worldviews and confidence in their identities, Black girls must make meaning of their schooling experiences. Critical conversation spaces (CCSs) provide a context for this meaning-making, centering reflection on gender and race.
CCS curricular design should account for girls’ pre-existing knowledge and desires. Without doing so, adults’ design intentions may not reflect girls’ experiences and eventual outcomes. To evolve past adult-driven prescription/proscription and prioritizations, we will document a 3-week CCS pilot, as well as girls’ perceptions and experiences of the pilot. We ask: what needs, wants, and ideas of Black girls should a CCS curriculum foreground?