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This article focuses on the extraordinary literacies of four Haitian and Haitian American Girls enrolled in a middle grades out-of-school literacy program in Miami, Florida. I examine how the girls narrated Black transnational girlhood through autobiographical writings, classroom discussions, and media analyses. I define the girls' intellectual contributions to the classroom as the superpower of dyasporic dreaming. The concept calls on scholars to affirm the global negotiations of Black transnational girls as literacies. Further, I argue that the superpower of dyasporic dreaming manifested through learning dynamics grounded in Haitian empyreal logics of Vodou and the Diasporic Lakou. Lastly, I make a case for an increased focus on the transnational nature of Black Girls' Literacies, and curriculum specifically oriented towards the Black Global South.

This case study demonstrates how a community-based literacy program, HELP, took up Black literate traditions, endarkened transnational feminism, and anticolonial practices to construct emancipatory literacy experiences for Haitian and Haitian American middle schoolers in Miami, Florida. Overall, the institutional practices of HELP worked to destigmatize the discourses of Haiti, center Black Haitian women's stories, and develop spiritual consciousness. Furthermore, this article discusses the "COVID-19 scramble" and its ability to detract from building socially just futures for Black transnational students. Lastly, the article ends with questions for consideration when confronting the cyclical violence of white supremacy in literacy programs. [ABSTRACT FROM AUTHOR]