Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

Abstract

Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism—policy, community, leadership, and teaching and learning—in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.

Let’s face it, the racial politics are always there: A critical race approach to policy implementation in the wake of anti-CRT rhetoric

“…Yet, there were examples of single leaders and districts in Texas who demonstrated CRP by publicly speaking out against the anti-CRT bill and/or honoring their district's commitment to racial equity even when white parents vehemently objected. However, as research demonstrates it is difficult to achieve anti-racist policy change in isolation especially considering the potential risks and threats to personal safety and even job security when educational leaders shoulder the anti-racist work alone (Diem et al, 2022). Whereas, a group can often have more power and influence than a single person, which is why there is considerable evidence of grassroots organizing and coalition building advancing anti-racist change (Diem et al, 2022).…”

“…However, as research demonstrates it is difficult to achieve anti-racist policy change in isolation especially considering the potential risks and threats to personal safety and even job security when educational leaders shoulder the anti-racist work alone (Diem et al, 2022). Whereas, a group can often have more power and influence than a single person, which is why there is considerable evidence of grassroots organizing and coalition building advancing anti-racist change (Diem et al, 2022). The statewide implementation of ethnic studies in California was largely due to not just a single policy actor but grassroots coalitions of educators and various groups who ensured their voices, histories, and identities were reflected in the state curriculum.…”

Accountability Battle: A Critical Analysis of a Charter Renewal Decision

“…Racially minoritized communities, particularly Black communities, are disproportionately impacted by school closure (Diem & Welton, 2017;Green et al, 2019;Lee & Lubienski, 2016). Between 2012-2014 Black students represented 31% of students in urban schools nationwide, but 61% of students in closed schools.…”

“…Operating from a new managerialist framework, requiring students and families to wait out or trust the process is likely rationalized as an efficient and effective option in that it quickly exposes students to new, higher quality educational environments. Research has shown, however, most students do not transfer to higher quality schools, students experience trauma when their schools are closed, and the majority of impacted students are Black (Bross, Harris, & Liu, 2016;Diem & Welton, 2017;Tieken & Aldridge-Reveles, 2019). A critical race perspective reveals the quiet willingness to allow Black students and families to repeatedly experience the trauma of school closures (Stich & Cipollone, 2021).…”