Bibliography: Black Lives (page 1 of 1)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include Valerie Gue, Nicholl Montgomery, Clarence W. Joldersma, Myles I. Durkee, Angel B. Perez, Shawn Arango Ricks, Jeremy D. Franklin, Terri N. Watson, Micere Keels, and William A. Smith.

Gross, Jeffrey (2016). Black Lives Matter: Teaching African American Literature and the Struggle, CEA Forum. In theorizing how we should pedagogically approach African American literature, especially in courses for undergraduates, I argue that we have to move away from questions of what was or even what is African American literature and, instead, find ways to teach African American literature in both its historical contexts–artistic and political–and its contemporary resonances. We can embrace the ways the field and each piece of literature simultaneously was and is. Importantly, we can think about what both African American literature and the course on this literature need to be in ways that focus on past, present, and future. For students, African American literature can be a living voice in a broader trajectory of civil and social death, de jure and de facto discrimination, and the struggle for social justice. Our current moment demands it, and the persistence of the Black Lives Matter movement–from its origins in the wake of Trayvon Martin and Michael Brown's deaths into the early stages of the 2016 U.S. presidential campaigns' warrants, or perhaps even necessitates, a pedagogy that positions African American literature courses as spaces on campuses where the vulnerabilities of and violent acts against black lives can be discussed. In this paper, I am particularly interested in examining both the praxis of teaching African American literature as part of a cultural and civic literacy program for our students and then in examining the larger stakes of our moment, both for racism in the United States and the role of literature courses of programs.   [More]  Descriptors: African American Literature, African Americans, Social Justice, Racial Bias

Roue, Bevin (2016). Subversion and Critical Distance: Black Speculative Fiction, White Pre-Service Teachers, and Anti-Racist Pedagogy, ProQuest LLC. This dissertation examines representations of black lives in adolescent speculative fiction and explores what the genre offers to anti-racist teacher education. Situating my study at the intersections of literacy education and children's literature studies, I interrogate assumptions surrounding genre conventions adopted in multicultural education. I argue that the genre of black speculative fiction offer tools to the anti-racist educator because it tackles difficult issues surrounding systemic racism and privilege, yet does so in a manner that offers the potential for navigating white resistance strategies through the creation of literary spaces of inquiry. My framework, which theorizes the ability of multicultural speculative literature to critique systemic oppression, is built off two forces of the fantastic–subversion and critical distance. These competing and complementary forces provide readers with space in which to reflect on systemic oppression and hegemony. My dissertation serves as a bridge between the fields of education and English literature. As such, the body of the text is organized into four discreet yet connected articles. The first two articles are literary analyses of works of black speculative adolescent fiction. In one study, I trace entwined junctures of neoliberal policies and contemporary slavery in Octavia Butler's "Parable of the Sower". I argue that Butler hails the genre of the parable, unveiled through a series of literary slipstages, to present readers with evidence of contemporary white perpetuation of systemic racism. In the second article, I examine exclusion of transnational black youth from full US citizenship in Nnedi Okorafor's "Akata Witch". I argue that Okorafor rewrites US citizenship as a concept now requiring, not simply tolerating, full cultural and racial inclusion. I then place these texts in the hands of readers, examining pre-service teacher discourses around these works of literature. I focus on student talk around race and privilege. In my third article, I report on a case study examining pre-service teacher discourse over "Parable of the Sower". This study, based on data from teacher education classroom discussions and writing assignments, indicates that students can maintain rich conversations around risky topics in a way that complicates Haviland's (2008) notion of White Educational Discourse. The fourth article, based on classroom data from two teacher education courses that discuss Nnedi Okorafor's "Akata Witch", complicates the concept of "safe space" as implemented in classroom discussions surrounding race. I argue that critical distance in black speculative fiction creates not safe spaces, but spaces of inquiry where social justice-minded readers can raise issues and push back again racism with peers. Most anti-racist scholarship that incorporates youth literature rests on the assumption that realistic fiction offers authentic representations of black lives and experiences. I trouble these assumptions through sustained focus on genre conventions and reader engagement with those conventions. My dissertation questions the limited notions of black lives created by overreliance on realistic genres and advocates for education scholarship that recognizes black futures, black imagination(s), and black innovations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Whites, Preservice Teachers, Adolescent Literature, Fiction

Smith, William A.; Hung, Man; Franklin, Jeremy D. (2011). Racial Battle Fatigue and the "Mis"Education of Black Men: Racial Microaggressions, Societal Problems, and Environmental Stress, Journal of Negro Education. Black men's lives are racialized contradictions, They are told that contemporary educational and professional institutions–particularly historically White institutions (HWls)–are places where, through hard work, they can achieve the so-called American dream. However, for far too many Black men, HWIs represent racial climates that are replete with gendered racism, blocked opportunities, and mundane, extreme, environmental stress (MEES). This study examined the experiences of 661 Black men. A structural equation modeling approach was used to analyze the data. Findings indicate that as educational attainment increases toward college completion, both racial microaggressions and societal problems contribute to more than one third of the cause of MEES. Results suggest predominantly White environments are prime contexts for producing racial battle fatigue among Black men.   [More]  Descriptors: Fatigue (Biology), Structural Equation Models, Educational Attainment, Democratic Values

Ricks, Shawn Arango (2014). Falling through the Cracks: Black Girls and Education, Interdisciplinary Journal of Teaching and Learning. The needs of Black girls are often overlooked by teachers, administrators, and policy makers. This oversight has contributed to a lack of educational programming and policies that address the impact of the intersection of racism and sexism on the educational experiences of Black girls, with some attention to the achievement gap. Policies simply focusing on race or gender ignore the unique positionality in which Black girls live and learn. Compounding this discussion is the recent focus on postracialism in America. This article addresses this neglect, and suggests a framework to assist teachers and administrators in bridging this gap in educational programming and policies.   [More]  Descriptors: Females, African Americans, African American Students, Racial Bias

Patton, Lori D.; Jordan, Jodi L. (2017). It's Not about "You," It's about "Us": A Black Woman Administrator's Efforts to Disrupt White Fragility in an Urban School, Journal of Cases in Educational Leadership. This case centers on a Black woman school administrator and efforts to disrupt Whiteness among an urban elementary school teaching staff. The case details the resistance she encounters while encouraging teachers to confront "White fragility" and consider how their fragile perspectives on race and racism shape how they educate Black students. She attempts to incorporate relevant social justice issues, particularly associated with the "Black Lives Matter" campaign into professional development to challenge teachers' deficit thinking. Finally, the case demonstrates oppressive leadership politics driving the (mis)education of racially minoritized students.   [More]  Descriptors: Administrators, Females, African Americans, Urban Schools

Montgomery, Nicholl (2016). Going Back to Move Us Forward: A Conversation with Dr. Cynthia Dillard (Nana Mansa II of Mpeasem, Ghana, West Africa), Equity & Excellence in Education. The Black Lives Matter movement has brought much needed attention to the police brutality that has plagued Black communities nationwide for decades. This increased attention has sparked much needed dialogue about what it means to be Black in America. Unfortunately, many of these conversations continue to leave Black women voiceless. This lack of voice within the movement allows for the continued oppression of Black women and girls. This essay explores wellness as resistance and survival for Black girls and women. In order to understand wellness, the essay explores what wellness could look like and what steps one could take to be well.   [More]  Descriptors: Foreign Countries, Racial Bias, Racial Discrimination, Activism

Hope, Elan C.; Keels, Micere; Durkee, Myles I. (2016). Participation in Black Lives Matter and Deferred Action for Childhood Arrivals: Modern Activism among Black and Latino College Students, Journal of Diversity in Higher Education. Political activism is one way racially/ethnically marginalized youth can combat institutional discrimination and seek legislative change toward equality and justice. In the current study, we examine participation in #BlackLivesMatter (BLM) and advocacy for Deferred Action for Childhood Arrivals (DACA) as political activism popular among youth. Participants were 533 Black and Latino college students. We found that both Black and Latino students reported more involvement in BLM than DACA. There were no gender differences in participation for Black students, but Latina women reported greater participation in BLM and DACA than Latino men. We also tested whether demographic characteristics, racial/ethnic microaggressions, and political efficacy predict BLM and DACA involvement. For Black students, prior political activism predicted involvement in BLM and DACA and immigration status predicted DACA involvement. For Latino students, more experiences of racial/ethnic microaggressions predicted involvement in BLM and DACA and political efficacy predicted DACA involvement. Findings highlight rates of participation in modern sociopolitical movements and expand our understanding of how psychological factors may differentially promote activism for Black and Latino college students.   [More]  Descriptors: Activism, Hispanic American Students, African American Students, College Students

Miller, Brian; Schwartz, Joni (2016). The Intersection of Black Lives Matter and Adult Education: One Community College Initiative, New Directions for Adult and Continuing Education. This chapter is a call to action for adult educators to critically engage the Black Lives Matter Movement through pedagogy, community engagement and scholarly activism. It explores the intersection of the Black Lives Matter movement and adult education by highlighting the response of one community college initiative.   [More]  Descriptors: Adult Education, Activism, Critical Theory, Community Colleges

Shieh, Eric (2016). After Eric Garner: Invoking the Black Radical Tradition in Practice and in Theory #BlackLivesMatter, Action, Criticism, and Theory for Music Education. In this article, I document a series of pedagogical responses in my high school instrumental music classroom following the events of Eric Garner's murder in New York City. Foregrounding traditions of black radical politics and aesthetics originating with the Black Power Movement in the 1960s, I explore their implications for classroom practice in a larger movement against the systemic killings of Black Americans in the United States. In this work, ideas of politicized listening, multimodality, response, and collectivity emerge, alongside a process of "fumbling" through issues of essentialism and authority, race and aesthetics.   [More]  Descriptors: High School Students, Grade 10, African Americans, Activism

Ruffins, Paul (2011). The Write Stuff, Diverse: Issues in Higher Education. Black journalism professors live and breathe writing and research, yet there is very little information about their experiences. Virtually everyone interviewed for this article thinks that Black journalism professors are confronting more challenges than almost any other group of educators. They have to deal with many students who have very poor skills in the traditional journalistic requirements of writing, editing, and speaking standard English while also doing it clearly and correctly under deadline pressures. At the same time, they have to also teach the new skills required by an industry where traditional outlets such as newspapers and TV networks are losing audience share to an ever-growing array of technologically savvy online media outlets. In this article, Black journalism professors reflect on their teaching experiences, and offer solutions for the future of the profession.   [More]  Descriptors: Journalism, Teaching Experience, Journalism Education, African American Teachers

Watson, Terri N.; Rivera-McCutchen, Rosa L. (2016). #BlackLivesMatter: A Call for Transformative Leadership, Journal of Cases in Educational Leadership. Michael Pelligrino is a novice principal in a large urban high school. After a rocky yet somewhat successful first year as the principal of Hilltop High School, tensions in the school and surrounding community are at an all-time high. The deaths of unarmed Black men, women, and children by law enforcement agents nationwide have led hundreds of students to participate in community-led protests aligned with the #BlackLivesMatter movement. Pelligrino is conflicted. Should he respond to the needs of his school community or continue to focus on district mandates? This case study provides opportunities for aspiring school leaders to engage in critical reflection and transformative leadership practices.   [More]  Descriptors: Transformational Leadership, Principals, Novices, High Schools

Perez, Angel B. (2016). Race and Class on Campus, New England Journal of Higher Education. Colleges and universities have a significant role to play in shaping the future of race and class relations in America. As exhibited in this year's presidential election, race and class continue to divide. Black Lives Matter movements, campus protests, and police shootings are just a few examples of the proliferation of intolerance, and higher education has a moral imperative to become the training ground for issues that students will face throughout their lives. Given the increasing diversity of higher education, there has never been a greater opportunity to address race and class. Colleges are beginning to reflect America's diversity and this presents an opportunity for cultivating understanding. For many, stepping through the doors of higher education could be the first time they are confronted with engaging difference. While it's an incredible opportunity for exchange, it's also easy for misunderstandings to lead to conflict. Angel Perez believes that the first thing higher education must do is help students understand that life in college is challenging and being uncomfortable actually helps them grow. In fact, former Williams College Professor Robert Gaudino, a political scientist and experiential educationalist, dedicated most of his career to helping students engage in "uncomfortable learning." He believed that putting students in uncomfortable situations and forcing them to confront their own beliefs, values, and "habits of mind" was the key to their growth and success. Perez also makes the case that faculty and administration both play important roles in setting the stage for dialogue–suggesting that the admissions and financial aid process can socially engineer a more diversity-friendly campus. Faculty also plays a pivotal role in campus conversations by seeing race and class as an opportunity for pedagogical engagement. As the demographics of the U.S. change, those who walk through the doors of higher education also change. Higher education has a moral imperative to socially construct the platform for students to learn how to engage difference.   [More]  Descriptors: Colleges, Universities, Race, Racial Relations

Perhamus, Lisa M.; Joldersma, Clarence W. (2016). Interpellating Dispossession: Distributions of Vulnerability and the Politics of Grieving in the Precarious Mattering of Lives, Philosophical Studies in Education. The protest and movement #BlackLivesMatter that began in 2012 has fueled a national will of resistance to State violence and has nourished a sense of humanity that demands the valuing of all Black people. As part of the U.S.'s long history of systemic racism and its histories of local resistance, #BlackLivesMatter (BLM hereafter) has renewed "national attention to the disregard for the lives of young Black men by the established structures of power . . . [and] calls for a deeper humanity." In this nationally visible moment of moral outrage about the disposable treatment of Black people, BLM pushes the grieving of marginalized people of color into the public eye and the nation's historical narrative. BLM's ideological and political intervention is a call to change the existential and sociopolitical conditions for Black lives. The authors argue that, as a movement in history and a public project at this moment in time, BLM reframes for society who matters as a human life. In the first section of the article, their analysis begins with the relationship between precariousness and mattering, arguing that BLM's protests are enacted through contesting the grievability of precarious, lost Black lives, thereby claiming Black lives recognizable as a human life. In the second section, they build on this analysis with a discussion of interpellation, dispossession, and haunting. Their argument here is that the sociopolitical differential distribution of precariousness (vulnerability) is enacted often through geographically-located racial inequality and spatially distributed dispossession of mattering. In the final section they argue that BLM's dimension of consciousness-raising also has an educative message for formal schooling: it cannot operate outside of BLM's national educational undertaking, for schooling too is hailed by BLM to recognize that all lives matter only when all Black lives matter. The authors connect BLM's educational message to schooling through its call to renew an examination of schooling's own racialized conditions of mattering. They suggest a pedagogy of hauntology, constituting an education for grievability, as one way for schooling to respond to this call.   [More]  Descriptors: Activism, African Americans, Grief, Politics

Guerrettaz, Anne Marie; Zahler, Tara (2017). Black Lives Matter in TESOL: De-Silencing Race in a Second Language Academic Literacy Course, TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. As racial tensions and reports of violence have become prominent in news and social media, U.S. society has been responding, struggling, and changing. This complex political and social situation can be particularly confusing for international students studying at U.S. universities. English language teachers are especially well positioned to create space for exploring this complexity and supporting learners' understanding of these events in light of their historical context. This report on the authors' collaborative reflective practice examines a second language academic literacy course through the lens of multiliteracies (New London Group, 1996). This approach acknowledges the multilingual, multicultural landscape of the United States and draws on multiple modalities and discourses in literacy education (Cope & Kalantzis, 2009). The core course novel that is the focus of the current article, "A Lesson Before Dying" (Gaines, 1993), is the story of a young African American man during the Jim Crow era who is sentenced to death for a crime he did not commit. These teachers noticed that students struggled to put race-related issues that are central to the text into meaningful historical and social context. The authors responded by situating the novel through inclusion of key supplementary materials on themes such as African American Vernacular English and Black masculinities. The pedagogy challenged racist master narratives that permeate American society, as reflected in both the course novel and current events, and constructed counternarratives. The resources described here are immediately relevant to English language classrooms in the United States at this important historical moment.   [More]  Descriptors: Racial Relations, Foreign Students, College Students, Language Teachers

Tatum, Alfred; Gue, Valerie (2012). The Sociocultural Benefits of Writing for African American Adolescent Males, Reading & Writing Quarterly. Historically speaking, reading and writing among African Americans were collaborative acts involving a wide range of texts that held social, economic, political, or spiritual significance. One of the constants of literacy collaboratives was being regularly and purposefully engaged with print within a meaningful social context. During the summer of 2009 we reconstructed a communal approach to engage 12 adolescent males (ages 12-17) with reading and writing texts as we examined the sociocultural benefits of writing for these young males during a 5-week qualitative case study framed by a theory of Black literate lives and communities of practice. We offer that there may be a need to (re)theorize writing for African American adolescent males, particularly those who are underperforming in schools and who are experiencing incidents that produce vulnerability at a disproportionate rate.   [More]  Descriptors: Communities of Practice, African Americans, Social Environment, Males

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