Bibliography: “Black Lives” (page 1 of 5)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include Lisa M. Perhamus, Marybeth Gasman, Jodi L. Jordan, Sarah Augustine, Brian Miller, Clarence W. Joldersma, Terri N. Watson, Anne Marie Guerrettaz, Joni Schwartz, and Sharlene Swartz.

Bibliography: "black lives" (page 1 of 5)

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

Gasman, Marybeth (2017). The Black Lives Matter Movement and Historically Black Colleges and Universities, Penn GSE Perspectives on Urban Education. This article looks at the Black Lives Matter Movement and Historically Black Colleges and Universities. Historically Black Colleges and Universities (HBCUs) continue to play an important role in society. However, what the Black Lives Matter movement shows consistently is that predominantly White institutions need to change, to step up and embrace difference, and to be truly inclusive. Doing so means that some policies will need to change, some traditions will need to end, and more oversight will be needed in order to ensure that African Americans have choices for their educational endeavors. HBCUs should not be left to do all of the hard work. Instead, predominantly White institutions should look to them as examples and for guidance in empowering African American students by providing a safe environment and truly valuing their contributions. HBCUs are places where Black lives have always mattered but there is nothing but will stopping all colleges and universities from valuing Black lives in the same way. [More] Descriptors: Activism, African Americans, Black Colleges, College Role

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

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

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

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

Mustaffa, Jalil Bishop (2017). Mapping Violence, Naming Life: A History of Anti-Black Oppression in the Higher Education System, International Journal of Qualitative Studies in Education (QSE). The article will provide a historical overview of anti-Black violence in the higher education system across three time periods: Colonial Era, Post-Civil War, and the mid-to-late twentieth century. Mapping violence demands a focus on how higher education historically has practiced anti-Black oppression coupled with how Black people have practiced resistance and life-making. Both the terms education violence (how systems of schooling limit and kill Black lives) and life-making (how Black people engage in alternative self-definition and self-care) are introduced to name pivotal moments in this history. Defining violence at structural, cultural, and direct levels, the paper accounts for how higher education has been an engine and reflection of racial hierarchy. The article ends with the implications history has for issues of anti-Blackness and movements for Black life-making in the higher education system today. [More] Descriptors: Higher Education, Social Justice, Blacks, Violence

Obermark, Lauren E. (2017). Public Rhetoric in the Shadow of Ferguson: Co-Creating Rhetorical Theory in the Community and the Classroom, Composition Forum. This multimedia article focuses on my experience as a professor working on a campus adjacent to Ferguson, Missouri. I discuss the ways that Ferguson and Black Lives Matter pushed me to intentionally and meaningfully connect my teaching, research, and the local community. Through narrative, video and audio excerpts and analysis of conversations with Ferguson community members, and pedagogical reflection, I argue for an understanding of public rhetoric and writing that is more inclusive of listening, archives, collectivity, and social justice. I also highlight the importance of building rhetorical theory alongside public rhetors in local communities, helping students understand that the rhetorical tradition is far from a historical relic. Instead, it is a work-in-progress, living and breathing all around them. [More] Descriptors: Public Opinion, Rhetoric, Racial Bias, Activism

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/dissertations/individuals.shtml.%5D [More] Descriptors: Whites, Preservice Teachers, Adolescent Literature, Fiction

Lynch, Ingrid; Swartz, Sharlene; Isaacs, Dane (2017). Anti-Racist Moral Education: A Review of Approaches, Impact and Theoretical Underpinnings from 2000 to 2015, Journal of Moral Education. Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15¬ years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components–making visible systemic oppression (visibilising), recognising personal complicity in oppression through unearned privilege (recognising) and developing strategies to transform structural inequalities (strategising). [More] Descriptors: Racial Bias, Multicultural Education, Moral Development, Literature Reviews

Augustine, Sarah; Lopez, Daniela; McNaron, Harold; Starke, Elizabeth; Van Gund, Brian (2017). SLCE Partnering with Social Justice Collectives to Dismantle the Status Quo, Michigan Journal of Community Service Learning. "Service-learning" is a multilayered term with a complex historical evolution. In the last two decades, service-learning and community engagement (SLCE) have flourished in higher education as staff, faculty, and students have realized it can be a high-impact teaching and learning practice to promote student learning and development. While many SLCE courses and projects adopt this student focus in undertaking and reflecting upon useful service activities with community organizations, it can be difficult to implement them in ways that explicitly engage with the historical and contemporary systems of oppression–such as racism, classism, and sexism–that created the need for SLCE efforts in the first place. The authors' vision for the future is a radical re-centering of SLCE within social justice collectives (SJCs), such as the organizers of the Movement for Black Lives, led by people from marginalized groups and addressing the systems of oppression most relevant to their own lives. Within this new structure for SLCE, colleges and universities, along with other stakeholders/partners, would follow the leadership of these off-campus collectives working on the frontlines of social justice movements. [More] Descriptors: Social Justice, Partnerships in Education, Service Learning, Community Involvement

Vilson, José Luis (2017). In the Classroom: Pedagogy to Activate Student Voices, Voices in Urban Education. What the election result highlighted for the author is that we definitely need to create broader senses of coalition among many different peoples, whether they be Native American people at Standing Rock, or the Black Lives Matter Movement or our Dreamers–anyone who has been disenfranchised. These are the folks who we need to start building coalitions with, because we need to create a government that suggests that everyone is included, not just for a small percentage, but for every single body in America. The author believes that something that needs to happen as a result of the election is to give students the ability to activate their own voice, to speak up, and create spaces for them to solve problems. He also believes that we need to concentrate not just on policy for our public schools, but also on pedagogy. He then discusses the complexity of local issues, how down-ticket elections matter, and that there great opportunities to activate–because the mayors, the state representatives are the ones who get access immediately and they get to be proponents if you know how to organize well. He talks about how his students, and moving people toward building broader coalitions of those who are concerned about what's happening in this country, give him hope on a daily basis. [More] Descriptors: Student Empowerment, Elections, Political Campaigns, Political Candidates

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

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

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