“We just do us”: How Black teachers co-construct Black teacher fugitive space in the face of antiblackness

Stovall, Jessica Lee; Mosely, Micia

doi:10.1080/13613324.2022.2122424

Cited by 9 publications

(6 citation statements)

References 36 publications

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“…Fugitivity is also taking the professional risks that refuse discipline approaches that reproduce violence, terror, and suffering. Aligned with fugitive approaches in education, anti-carceral leaders deliberately interrupts and subverts the current carceral regime (Givens, 2021;Stovall & Mosely, 2023). Fugitive logics provide a social vision of justice that counters the multiple forms of violence inherent within carceral spaces.…”

Section: Proposition 2: Anti-carceral Leadership As Anchored To An Et...mentioning

confidence: 99%

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Jenkins,

Warren

2024

Educational Policy

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The social movement for #PoliceFreeSchools (and the adjacent campaign on college and university campuses called #PoliceFreeCampuses) welcomes an opportunity to reimagine school discipline and safety in contradistinction to current carceral forms. Scholars have moved away from notions of “school to prison pipeline” by demonstrating the many ways schools are organized as carceral spaces (e.g., school-prison nexus). A conceptual framework of Anti-carceral leadership is put forward in this paper to underscore the need for a leadership paradigm that actively refuses the logics of the carceral state (e.g., social control). The paper underscores how the logics of antiblackness may sustain mechanisms of social control in education policy intended to undo racialized harm. The tensions of be(com)ing an anti-carceral leader and its significance for undoing technologies of punishment, confinement, and constraint that reinforce schooling as a site of Black pain and suffering are discussed.

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Section: Proposition 2: Anti-carceral Leadership As Anchored To An Et...mentioning

confidence: 99%

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Jenkins,

Warren

2024

Educational Policy

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“…Similarly, antiblackness (one word, lowercase b) is an objective reality that is systemically designed to impact both Black and non-Black people. Anti-Blackness (hyphenated, uppercase B) represents the subjective ways Black and non-Black people experience the application of antiblackness as system [36].…”

Section: Critical Race Hermeneuticsmentioning

confidence: 99%

Nice for Whom? A Dangerous, Not-So-Nice, Critical Race Love Letter

Reyes

2024

Education Sciences

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In this article, I critically analyze and respond to empirical data in the form of racialized discourse—specifically, racist messages sent directly to me as a result of my previously published article entitled, “A Love Letter to Educational Leaders of Color: CREWing UP with Critical Whiteness Studies”. Being informed by a robust racial analysis of acts that reinforce white supremacy, this article will likely be perceived as not nice by those who benefit from and work to protect white supremacy. Likely, I will be the one accused of being hateful, divisive, and even racist. In order to interrogate the weaponization of this conception of “niceness”, my analysis will be driven by Critical Race Hermeneutics with white emotionality and whitelashing used as interpretive lenses. As this article’s engagement with these critical race frameworks poses a threat to those who benefit from racism, this is a dangerous, not-so-nice critical race love letter.

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“…Black educators with higher nationalist ideology may be more prone to seek support in communities of practice where likeminded peers help to fortify their pedagogy, socioemotional well-being, and thereby support their retention (e.g., Lisle-Johnson & Kohli, 2020). For example, building off of ross's (2020) ''Black educational fugitive space,' ' Stovall and Mosely (2022) describe the Black Teacher Project (BTP) as a Black teacher fugitive space, ''an intergenerational space that brings together Black teachers who are focused on healing from internalized antiblackness Black Educators' Identity Attitudes and Relevant Pedagogy and working towards Black liberation'' (p. 4). More resources should be directed toward such initiatives, which play an integral role in nurturing and sustaining a critical, culturally grounded subset of Black educators.…”

Section: Racial Identity Attitudes and Individual Differences Across ...mentioning

confidence: 99%

Black Educators’ Racial Identity Attitudes and Culturally Relevant Pedagogy: A Psychological Framework and Survey of Within-Race Diversity

Mustafaa

2023

American Educational Research Journal

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Historically, Black educators have played a critical role in Black youth's well-being. Consequently, they are often assumed to “naturally” engage culturally relevant pedagogy (CRP), obscuring the diverse ways Black individuals identify, think, and behave regarding race and culture. This psychological survey study examines in-service Black educators’ ( N = 238) multidimensional racial identity attitudes, background sociodemographics, and education contexts (postsecondary and current/teaching) in relation to their varied enactments of three CRP domains ( African American Curriculum, Culturally Relevant Teaching, Sociopolitical Commitment). Results show CRP variation across individuals according to their racial identity attitudes, backgrounds, and contexts. The resulting conceptual framework advances research and discourse on teacher race by challenging homogenizing, detrimental narratives. Findings have important implications for teacher workforce diversification, training, and retention.

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“We just do us”: How Black teachers co-construct Black teacher fugitive space in the face of antiblackness

Cited by 9 publications

References 36 publications

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Towards Anti-Carceral Leadership: Remaking Public Schools to Refuse Black Students’ Surveillance, Containment, and Control

Nice for Whom? A Dangerous, Not-So-Nice, Critical Race Love Letter

Black Educators’ Racial Identity Attitudes and Culturally Relevant Pedagogy: A Psychological Framework and Survey of Within-Race Diversity

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