From the Streets to the Classroom: An Introspection of the Black Ratchet Imagination as an Agentive Practice in Baton Rouge Public High Schools

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Abstract/Contents

Abstract: The methodology of my thesis mirrors the act of fashion design by sewing together conceptual frameworks, interview excerpts, personal narrative and style, and Black visual culture more broadly. I argue that to be able to wear this radical attitude on our bodies is a central part of living and embodying the Black Ratchet Imagination within oppressive institutions. Moreover, I explore how we can utilize the Black Ratchet Imagination to incorporate Black style into the essence of learning and educational spaces as radical acts of expression, love, and centralization of Black gender marginalized and quare youth in Baton Rouge.

Type of resource	mixed material, still image, text
Date created	June 15, 2023
Publication date	June 16, 2023; June 15, 2023

Author	Nichols, Emily Geigh

Subject	Black gender marginalized
Subject	Quare youth
Subject	Louisiana > Baton Rouge
Subject	Louisiana > West Baton Rouge Parish
Subject	Louisiana > East Baton Rouge Parish
Subject	Public high schools
Subject	Baton Rouge high schools
Subject	Baton Rouge public high schools
Subject	School uniforms
Subject	School-to-prison pipeline
Subject	K-12 Education
Subject	Clothing and dress
Genre	Mixed materials
Genre	Image
Genre	Sound
Genre	Text
Genre	Video

Related item	Title 2023 Inaugural Renaissance Fashion Show
DOI	https://doi.org/10.25740/rz526gt6641
Location	https://purl.stanford.edu/rz526gt6641

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Nichols, E. (2023). From the Streets to the Classroom: An Introspection of the Black Ratchet Imagination as an Agentive Practice in Baton Rouge Public High Schools. Stanford Digital Repository. Available at https://purl.stanford.edu/rz526gt6641. https://doi.org/10.25740/rz526gt6641.

Undergraduate Honors Theses in African and African American Studies, Stanford University

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