Cover

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pp. 1-1

Title Page, Copyright, Dedication

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pp. 2-7

Contents

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pp. vii-viii

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Acknowledgments

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pp. ix-xiv

Thank you to everyone who has ever participated in Saving Our Lives Hear Our Truths. SOLHOT is such a small work with profound implications?I hope that everyone who has contributed to it is honored by this particular telling. To the girls of SOLHOT, I celebrate your genius and I thank you for So much of the original shape of SOLHOT is inspired by the arts, particu-...

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Introoduction

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pp. 1-18

The vision: Black girlhood is freedom, and Black girls are free. As an organiz-ing construct, Black girlhood makes possible the af_f_irmation of Black girls? lives and, if necessary, their liberation. Black girlhood as a spatial intervention is useful for making our daily lives better and therefore changing the world as we currently know it. Love guides our actions and permeates our beings. For ...

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Chapter 1. Tiara: The Endangered Black Girls Instruction 301

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pp. 19-45

Endangered Black Girls Instruction three.oldstylezero.oldstyleone.oldstyleTiara was extremely quiet and of_ten called ?shy? by everyone in the af_ter-school program where I met her. When I arrived at her house to interview her about her experiences in the program, her twin sister, the one with the exuberant personality, declared Tiara would go second; I was to interview her ...

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Chapter 2. Black Women Remember Black Girls: A Collective and Creative Memory

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pp. 46-97

...?[She] reported that Jhessye?s hair had been pulled out and described Jhessye as not looking alive and that she looked like a zombie,? the document said. ?[She] said that the closet where Jhessye had been looked like a grave and smelled like dead people.? (?Search for remains,? 2zero.oldstyleone.oldstyle2)A one.oldstylefour.oldstyle-year-old girl from Tennessee became a trending topic when a video ...

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Chapter 3. When Black Girls Look at You: An Anti-Narrative Photo-Poem

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pp. 98-138

I was there when it happened. Running a program after school in which the local school is generous enough to provide the children with “supper”— school lunch food (yuck). After gazing at the portions and figuring out what it is—a chicken patty, extra dry, stuck between a bun—the girls...

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Chapter 4. Bad Days: "If You Hit Me, I'm Gonna Hit You Back"

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pp. 139-183

Stories about f_ighting, violence, and punishment frequently emerged in the interview transcripts of SOLHOT girls.uniF6DC When I asked them to tell me about their good and bad days, all of their bad-day stories were about f_ighting and punishment. Mostly they talked about f_ights between girls and acts of violence that resulted in some kind of disciplinary action. The reports and ...

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Chapter 5. More than Sass or Silence: The Creative Potential of Black Girlhood

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pp. 184-217

I have been asked at least one hundred times to travel and talk to young girls about the path of my own life. I have been honored to do so. But I have never been asked to travel and listen to any young girls talk about how they see the world or how they think the world sees them. Always while there, in the middle of whatever I have come to say, even ...

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Conclusion

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pp. 218-230

When I was told that one of the students at the jail took an interest in my research on Black girlhood, I was immediately humbled. I had no idea that my work would penetrate those segregated concrete walls topped with spiraling barbed wire that swirled endlessly. But it did. Secondly, I felt immediately humiliated, because honestly, when writing about Black ...

Works Cited

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pp. 231-238

Index

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pp. 239-246

About the Author, Production Notes

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pp. 262-265