Antiblackness, Black Joy, and Embracing a Humanizing Critical Sociocultural Knowledge (HCSK) for Teaching: Lessons From Schooling in the Time of COVID-19

Brown, Keffrelyn D.; Brown, Anthony L.

doi:10.1080/15210960.2021.1982359

Cited by 4 publications

(6 citation statements)

References 9 publications

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“…Cruz (2017) evokes this counternarrative quality of Black joy when she says, "we exist in an antiblack world that is set up to ensure that we do not survive, [thus] to choose life and to enjoy aspects of that life is a radical act." K. D. Brown and A. L. Brown (2021) and Gray et al (2018) among others have advocated for schools to provide opportunities for Black students to experience joy through recognizing their experiences, identities, and agency, as well as providing affirmation and nourishment through curriculum, instruction, and positive portrayals of their racial-ethnic group. In a practice-oriented guide for teachers, teacher educators, and school leaders, Muhammad (2023) critiques instructional practices that overly focus on the development of performance skills but are disconnected from the meaning, purpose, identities, and culture that are primed to cultivate joy alongside learning.…”

Section: Reconceptualizing Intrinsic and Attainment Values Through Th...mentioning

confidence: 99%

Section: Eccles and Wigfield’s Sevtmentioning

confidence: 99%

“…They are Black joy as (a) affective and agentic, (b) communal and collective, (c) excellence and brilliance, and (d) refusal and resistance. Drawing on both the affective-agentic and communal-collective themes, K. D. Brown and A. L. Brown (2021) describe Black joy as "an affective feeling of joy and elation" that is "an inheritance of living a deep, soulful, and collective humanity" (p. 156). Affect celebrates the bold expression of generative emotion throughout one's learning and life, whereas agency involves the freedom of being unapologetically oneself (Adams, 2022;Edwards & Reynolds, 2024).…”

Section: Reconceptualizing Intrinsic and Attainment Values Through Th...mentioning

confidence: 99%

“…K. D. Brown and A. L. Brown (2021) and Gray et al (2018) among others have advocated for schools to provide opportunities for Black students to experience joy through recognizing their experiences, identities, and agency, as well as providing affirmation and nourishment through curriculum, instruction, and positive portrayals of their racial-ethnic group.…”

Section: Eccles and Wigfield’s Sevtmentioning

confidence: 99%

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Past due! Racializing aspects of situated expectancy-value theory through the lens of critical race theory.

Matthews,

Wigfield

2024

Motivation Science

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The authors take first steps in racializing Eccles and Wigfield's situated expectancy-value theory (SEVT). SEVT was initially developed to explain gender differences in motivation for and choice of science, technology, engineering, and mathematics majors and careers but has been mostly silent on issues of race and racism in motivation research. Thus, the authors focus on Black American adolescents' school experiences and reconceptualize three parts of the model: SEVT's conceptualization of the cultural milieu, its portrayal of the socialization of motivation in school and at home, and aspects of individuals' subjective task values, one of the key constructs in the model. To "break down silos" we connect SEVT to critical race theory by suggesting the cultural milieu "box" in the model be reimagined to include the impact of systemic racism and discrimination, power differentials, school segregation, and inequities in teacher quality and transience. Regarding racial socialization patterns within schools, we propose the notion of stage-culture-environment misfit, and evaluate teachers' beliefs, biases, and cultural (in)competence. We also connect SEVT to empirical research on racial-ethnic socialization, specifically how the parents of Black children prepare them for discriminatory experiences and foster healthy racial identities. Turning to individuals' subjective task values, we suggest expanding the perceived cost aspect of task value to include racialized opportunity cost. We also extend intrinsic and attainment aspects of task value through integrating the emergent literature on Black joy. We conclude by suggesting critical pragmaticism as a possible broad framework in which motivation researchers from different perspectives can work together.

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Section: Reconceptualizing Intrinsic and Attainment Values Through Th...mentioning

confidence: 99%

Section: Eccles and Wigfield’s Sevtmentioning

confidence: 99%

Section: Reconceptualizing Intrinsic and Attainment Values Through Th...mentioning

confidence: 99%

Section: Eccles and Wigfield’s Sevtmentioning

confidence: 99%

See 2 more Smart Citations

Past due! Racializing aspects of situated expectancy-value theory through the lens of critical race theory.

Matthews,

Wigfield

2024

Motivation Science

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“…The question “Where did he get his degree?” from Chronixx’s (2017) Black is Beautiful song, cited earlier, draws attention to the responsibility of teacher preparation programs to address this problem. Harm to Black children in the form of anti-Blackness - through omission, marginalization, and misrepresentation - in Teacher preparation programs is a pervasive problem worldwide (Brown and Brown, 2021; Wynter-Hoyte et al, 2022). Thus, a radical shift is needed from policies and pedagogies that train new teachers to replicate practices that result in racial traumas and violence faced by Black children in early childhood programs (Boutte and Bryan, 2021).…”

Section: Disrupt Tokenism Through Critical Use Of Black Music and Poetrymentioning

confidence: 99%

“They never told us that Black is beautiful”: Fostering Black joy and Pro-Blackness pedagogies in early childhood classrooms

Williams

2022

Journal of Early Childhood Literacy

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Black Art in various forms has long been used by people in the African Diaspora to promote Black joy and Pro-Blackness yet it is often not included in language and literacy to early childhood pedagogies to uplift Black children in North American schools. Likewise, many anti-racist Early Childhood research studies focus on the challenges faced by Black people with little emphasis on Black joy and Pro-Black narratives and the ways they are central to our psychic preservation and survival in the fight against anti-Black racism (Dunn D and Love B, 2020; Ladson-Billings, 2019b). As a child, Nina Simone’s Young Gifted and Black song lyrics rang true as the source of my Black joy was knowing the brilliance of Black people and being proud of our resistance to anti-Black racism. Growing up in the Jamaican context I heard the reggae version of her song rendered by Reggae artistes Marcia Griffiths and Bob Marley also Pro-Black advocates who contributed to my racial pride. Contemporary Jamaican Reggae artists like Chronixx with his song Black is Beautiful continue to promote these racial affirming messages. In this article, I focus on ways teachers can learn to promote Black Joy and Pro-Blackness in the early years as I introduce the notion of an African Diaspora Racial Literacy pedagogy that celebrates and fosters racial pride using Black music and poetry. By coining African Diaspora Racial Literacy, I refer to an instructional approach that draws from positive affirming racial messages from the African Diaspora to promote Black joy and racial pride, raise children’s critical consciousness, and prepare children to be able to take action against anti-Black racism. Through the lenses of Pro-Black Jamaican Intellectual Thought, critical race, Black Feminist, and decolonizing perspectives, I explore Jamaican Black Art literacies (e.g. song and poetry) and provide recommendations for teachers of children of African descent that center Black joy and Pro-Blackness as resistance to anti-Black racism in early childhood pedagogy and practice.

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Humanizing Learning Spaces in Dehumanizing Times: The Role of Joy and Meaningful Connection

Hendrix-Soto,

LeeKeenan

2023

Multicultural Perspectives

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Antiblackness, Black Joy, and Embracing a Humanizing Critical Sociocultural Knowledge (HCSK) for Teaching: Lessons From Schooling in the Time of COVID-19

Cited by 4 publications

References 9 publications

Past due! Racializing aspects of situated expectancy-value theory through the lens of critical race theory.

Past due! Racializing aspects of situated expectancy-value theory through the lens of critical race theory.

“They never told us that Black is beautiful”: Fostering Black joy and Pro-Blackness pedagogies in early childhood classrooms

Humanizing Learning Spaces in Dehumanizing Times: The Role of Joy and Meaningful Connection

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