Black Women Speak Back, Up, and Out
Edited By Venus E. Evans-Winters and Bettina L. Love
Chapter Sixteen: Lessons Learned Through Double-Dutch: Black Feminism and Intersectionality in Educational Research
← 182 | 183 →CHAPTER SIXTEEN
Black Feminism and Intersectionality in Educational Research
CORRIE L. THERIAULT
I have vivid memories of jumping double-dutch with my friends in my neighborhood. It was certainly not for the faint at heart and we were proud to be the select few who could do it. I grew up in a predominately White area, where jumping rope singularly was the preferred method. I cannot pinpoint where we learned the lesson of double-dutch but I remember this experience as a turning point in the construction of my identity. Here, I entertained the notion that despite my marginal position, despite being different from the perceived norm, there existed some resemblance of positive self-worth. We could do something they could not, or possibly would not, do. Often, and typically for an audience, we displayed skill, patience, and teamwork combined with the friendly competition we had with one another. We sang the words to the Double-Dutch Bus (Smith, 1981) and danced to it knowing we also held membership in this special club.
Much like the stories shared in Gaunt’s (2006) The Games Black Girls Play: Learning the Ropes from Double-Dutch to Hip Hop, we made up and sang many chants to help us keep time but to us, the rhythms and beats were equally important. Love (2012) discussed the importance of the beat in relation to hip hop but her sentiments extend to this form of expression as well. She noted the beat of a song speaks to the...
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