Making Sense of Black Students’ Figured Worlds of Race, Racism, Anti-Blackness, and Blackness

Jackson, Davena

doi:10.58680/rte202232001

Cited by 2 publications

(1 citation statement)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers engage students in meaningful dialog and collaborative activities that draw on their cultural backgrounds (Cook-Sather, 2007). Additionally, culturally responsive teaching and pedagogy employ a variety of instructional strategies and incorporate culturally relevant content that connect with students' lives and experiences (Jackson, 2022).…”

Section: Culturally Responsive Teaching and Pedagogymentioning

confidence: 99%

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

Mansfield,

Lambrinou

2024

Front. Educ.

View full text Add to dashboard Cite

Centering the need for culturally responsive leadership (CRL), this study engages in a critical analysis of one large urban school district’s 5-year plan that aims to be culturally responsive and equity focused. We first define the various facets of CRL, connect its major components to culturally responsive teaching/pedagogy (CRTP) and student voice (SV), and offer an original, integrative framework as a tool for analysis. We argue that CRL is not enough on its own and needs more than the commitment of principals to reach its maximum potential. We also provide recommendations on what needs to happen to make culturally responsive schooling a reality for students and their communities.

show abstract

Section: Culturally Responsive Teaching and Pedagogymentioning

confidence: 99%

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

Mansfield,

Lambrinou

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“Harriet Tubman is a Superhero”: Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis

Johnson

2024

Urban Education

View full text Add to dashboard Cite

Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders’ sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic possibilities. I offer imaginative praxis as a conceptual tool to analyze how young African American children name historical and contemporary racialized realities and generate joyful visualizations of actionable resistance. Young children's imaginative praxis challenges the notion that the fight for liberation is void of joy.

show abstract

Making Sense of Black Students’ Figured Worlds of Race, Racism, Anti-Blackness, and Blackness

Cited by 2 publications

References 30 publications

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

Culturally responsive leadership: a critical analysis of one school district’s five-year plan

“Harriet Tubman is a Superhero”: Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis

Contact Info

Product

Resources

About