(Mike Siegel/The Seattle Times)
By Chetachukwu Agwoeme and Christopher M. Wright
In the past year, we have dealt with a global pandemic as well as the violent murders of Black people at the hands of law enforcement. In response to the murders of George Floyd, Breonna Taylor, Tony McDade and countless others, activists, and organizers have rallied people to the streets to protest for justice and awareness to the terrorism Black people face in America, and ultimately a call to defund the police. As a result of these protests, there are calls to adopt an ideology of anti-racism. For example, there have been posts of Black squares in “solidarity” with Black Lives on social media, as well as a surge of corporations suddenly advocating for “Black Lives Matter.” Although institutions, including schools, have pledged a commitment to anti-racism, things have not fundamentally changed, specifically for Black girls.
Black girls — who have experienced multiple forms of vanishment, violence, and utter disregard in schools — are now having to face another form of harm in the school building, COVID-19. This crusade to “get back to normal” ignores yet again how harmful our “normal” has been for Black girls in schools. As Black men, we believe it is important to focus on Black girls, because of the multiple forms of violence they face due to their intersecting identities that are overlooked with a “race first” analysis of Blackness.
The desire to get back to normal not only shows how Black girls’ experiences are ignored in what is considered “normal”, but also reveals a lack of attention on how COVID-19 has impacted the Black community. According to the CDC, Black people are 1.1x more likely to catch the virus, 2.9x more likely to be hospitalized by it, and 1.9x more likely to die from it.
The vaccine rollout has also worked to expose inequities in public health. The Kaiser Family Foundation (KFF) found that in every state in the U.S., Black people are getting vaccinated at rates significantly lower than their white counterparts. The lack of access to the vaccine while schools continue to open presents larger realities of public apathy for Black people by school policy makers. Protection and safety for Black children are not being considered when reopening schools because it was never considered prior to the virus. Therefore, “getting back to normal” as a process means to resume the physical and spiritual violence in the lived experiences of Black girls in schools.
In January of 2021, a Black girl was tased in a high school in Florida by a school resource officer (SRO) in the attempt to break up a fight. In the same week, another Black girl was body slammed head first into the concrete by a school resource officer in a separate Florida school. These examples of violence against Black girls by SROs are unfortunately not new. In 2015, a SRO body slammed a 16-year-old Black girl in a South Carolina high school for refusing to leave the classroom after being accused of classroom disruption by her teacher. In 2019, a 16-year-old Black girl in Chicago was pushed and dragged down a set of stairs by police officers before being punched and shocked with a stun gun multiple times by officers because the girl was accused of being disruptive by her teacher. These instances of violence that have happened pre-and post COVID-19, are not only assaults on the bodies of Black girls, but on their spirits.
Spirit Murdering, a term coined by legal scholar Patricia Williams and expanded to the field of education by Bettina Love, refers to the complete denial of inclusion, protection, safety, nurturance, and acceptance —all things a person needs to be human and to be educated—due to systemic forms of racism undergirded by antiblackness. In schools, SROs participate in the systemic, institutionalized, anti-black state-sanctioned violence that damages the souls of Black girls. With SROs as part of the school environment, this extends the prison state, leaving Black students vulnerable to state sanctioned violence under the guise of student safety. SROs are law enforcement officers who are often not trained to work in school contexts. Because of this unfamiliar environment, SROs force the school environment to adapt to the needs of law enforcement, thus opening a learning space to security cameras, metal detectors, and drug-sniffing dogs.
The forms of violence Black girls face in schools are unique because of the intersecting oppressions they face due to their race and gender. In Monique Morris’s “Pushout,” she found Black girls were punished for displays of Black girlhood and overall agency. Things such as falling asleep, standing up for themselves, asking questions, wearing natural hair, wearing “revealing” clothing, and in some cases engaging in traditional teenage angst resulted in their punishment. When Black girls display behaviors typical of all youth, it is viewed as threatening or disruptive by teachers because of the lack of understanding of Blackness or Black girlhood.
Blacks girls get framed as “loud,” “ghetto,” and “thirsty for attention” by teachers and fellow peers, which trivializes the violences they face in schools, thus positioning Black girls as the problem. When framed as “problems,” Black girls are then adultified. The adultification of Black girls is a form of dehumanization rooted in anti-blackness, intentionally meant to rob them from their girlhood — often leaving them unprotected. When robbed of this crucial milestone of growth, Black girls are vulnerable and unequipped to deal with adult forms of punishment at such a young age.
Overall, we need to be critical during this moment of transition, and ask ourselves what are the non-negotiables that must be attended to in order for us to send our Black girls back into schools? What is “antiracist” about getting back to normal? What does this mean when “under normal circumstances” Black girls experience violence in their schools by SROs, teachers, and fellow students? As we’ve mentioned, schools were already enclosures of anti-blackness through their punitive policies and practices. Is the desire to get back to normal worth the sacrifice of Black girls’ safety? This moment is one for deep reflection, reimagining, and organizing around these questions so that we can chart a path of resistance for Black students and their education. With a path toward resistance against this desire for normalcy, we must center Black girls who are often invisible and ignored. While the rest of the world is looking to rebuild the world they knew, Black people must continue to resist the violence that necessitates this rebuilding.
Chetachukwu U. Agwoeme, MA is a PhD student at the University of Pittsburgh studying Urban Education. Chetachukwu’s scholarship is dedicated to interrogating our current practices around school safety in regards to Black students. Ideally, he wants to change schools (which have been sites of suffering for most minoritized students) to places where students learn how to free themselves and free each other. He holds undergraduate and graduate degrees from the University of Wisconsin-Madison and the University of Maryland, College Park respectively.
Christopher M. Wright is a PhD student in the Urban Education program at The University of Pittsburgh. His research centers Black spaces as geographic sights of political struggle and worldmaking. He engages patterns of Black displacement and Black organized struggle. Chris holds undergraduate and graduate degrees from The University of Oklahoma.
