Elementary-aged Black girls in predominantly white schools often exist within the constructions of racist and sexist conditions. These conditions inform their school experiences and subject them to a magnitude of social, physical, mental, and psychological violence. Despite the harm that predominately white schools produce onto the bodies of minoritized Black girls, these harms often go unreported, under-researched, and unaddressed. While research has examined the lived experiences of middle and high-school-aged Black girls in predominantly white schools, research concerning the lived experiences of elementary-aged Black girls in the same context remains desolate. Furthermore, even less is known about the ways in which Black girls employ literacy practices during ELA instructional time and how their literacy practices are often resistance strategies used to make sense, resist and call attention to their minoritized school experiences. Additionally, it is crucial to understand the ways in which predominantly white academic spaces inform and shape Black girls' early understanding of themselves and the world around them. Thus, this qualitative phenomenological study used a critical raced-gendered epistemology grounded in Black feminist thought, critical race theory, and cultural intuition to explore eleven elementary-aged Black girls (ages 6-10) in a predominately white elementary school in the northeast. This intuitive Black feminist and critical raced lens provided an intersectional, critical, and intuitive pathway to examine and interpret the varying degrees of oppression that the participants experienced, which were often related to existing in a Black girl's body in a predominantly white academic space. Additionally, employing an intuitive Black feminist and critical race theoretical framework, examining their literacy practices, phenomenological interviews, caregiver questionnaires, and focus groups, this study explored how they worked against the grain of white supremacy through literacy practices rooted in self-love, joy, play, imagination, and solidarity. This study is significant is it offers a theoretical lens to conduct research for us by us. In this way, this study is nurtured through Black feminism that legitimatized the lived experiences of Black girls, critical race theory that unveiled structural and endemic truth, and cultural intuition that guided me to tell the stories of eleven Black girls in their fullness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]