This dissertation project explores the various ways Blackgirls (Hill, 2016) from across a New Orleans came together in a collective space to engage in discussions of Blackgirlhood, wherein they shared and developed insights into their individual and collective understandings of self and community. Collective members' multimodal storying, discussions, and reflections, are centered in this dissertation in response to an urgent need for more expansive presentations of Blackgirls. Informed by theories, methodologies, and pedagogies, including: Black feminisms and Black Girlhood Studies (e.g., Collins, 2000; Dillard, 2016; Hill, 2016; hooks, 1996; Owens et al., 2017), Indigenous storywork (Archibald, 2008), sociocultural perspectives of literacies (e.g., Street, 1984), and culturally responsive/sustaining humanizing pedagogies (e.g., Ladson-Billings, 1995; Paris & Alim, 2017; Paris & Winn, 2014), this study also builds with the works and examples as put forth by other Blackgirls and Black women, such as Toni Cade Bambara's (1996) "The Education of a Storyteller" to inquire into how centering Blackgirls and their narratives may move us towards what I conceptualize as "Blackgirl storying," a medium that we used to critically name and honor our lives and the plurality of Blackgirlhood.
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