Black schoolgirls, epistemic injustice, and the pursuit of self definition through performance poetry

My research is a longitudinal participatory project involving
performance poetry workshops and in-depth interviews. It will
scrutinise how the epistemic injustices Black schoolgirls face in
school, both testimonial and hermeneutical can be challenged
through the artistic outlet of performance poetry. In particular,
my study will observe the extent to which this creative platform
can allow Black girls the ability to vocalise and assert their
experiences and knowledge claims of their schooling. Through
coalescing the tenets of epistemic justice, which attempts to
deploy 'the proper use and allocation of epistemic power' and
Black feminist epistemology, which positions Black women and
girls' experiences and knowledge claims as objective truths, my
study will attempt to answer the following questions (Fricker,
2007, 57; Collins, 2002):
Q1: How do Black schoolgirls define themselves within
educational environments that are epistemologically unjust?
Q2: To what extent are Black girls' school experiences defined
by the intersecting discriminations of sexism and racism they
face?
Q3: Can performance poetry foster epistemic justice by acting
as a platform for Black schoolgirls' lived experiences and
knowledge claims?