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Access Type

WSU Access

Date of Award

January 2023

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Educational Leadership and Policy

First Advisor

Erica B. Edwards

Abstract

This qualitative research study aimed to examine how radical healing justice practices could be implemented in traditional 9-12 school settings to assist in the healing of Black girls. Intersectional theory and healing justice were used as the conceptual frameworks for this study. The instrument for this study was a case study in which a youth-serving institution in Detroit’s daily practices were observed in addition to interviews and a focus group. Participatory observation gave an inside perspective of the organization's inner workings and helped build relationships between the participants and the researcher. Participants ranged from 16 to 30 years old and were all residents of Metro Detroit. An implication for practice for healing justice is to allow youth to have agency and a say in what practices best suit them. Schools should implement practices beyond professional developments that center SEL skills or trauma-informed practices, practicum that teaches them how to support youth and not push their ideologies of healing on them. The limitations of this study are the use of a single organization. Future research is needed to determine if the findings would be similar in a larger organization or applicable across multiple grade levels.

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