Bibliography: Black Lives Matter (page 1 of 4)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include Myles I. Durkee, Terri N. Watson, Nicholl Montgomery, Lisa M. Perhamus, Rosa L. Rivera-McCutchen, Eric Shieh, Jeffrey Gross, Lori D. Patton, Dane Isaacs, and Angel B. Perez.

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

Kohli, Rita; Pizarro, Marcos; Nevárez, Arturo (2017). The "New Racism" of K-12 Schools: Centering Critical Research on Racism, Review of Research in Education. While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K-12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K-12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K-12 school context that examine racism. As we categorized the literature, we built on a theory of the "new racism"–a more covert and hidden racism than that of the past–and grouped the articles into two main sections: (1) research that brings to light racism's permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) "antiracist" racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K-12 students of Color.   [More]  Descriptors: Racial Discrimination, Racial Bias, Educational Research, Elementary Secondary Education

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

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

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

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

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

McGuire, Keon M.; Cisneros, Jesus; McGuire, T. Donté (2017). Intersections at a (Heteronormative) Crossroad: Gender and Sexuality among Black Students' Spiritual-and-Religious Narratives, Journal of College Student Development. Historically, many Blacks deployed religion as a subversive ideological tool, such as within the struggle against the dehumanizing, yet constitutionally authorized system of slavery as well as the state-sponsored and -sanctioned violence of lynching, voting restrictions and segregation. Even contemporarily, a growing body of empirical evidence shows that religion and spirituality matter in the lives of Black undergraduate students, informing their vocational choices, coping capacities, and styles and enhancing psychological resistance to racial stress. Though higher education researchers are becoming increasingly attentive to American college students' spiritual lives, fewer scholars have invested equitable energies in better understanding Black students' spiritual and religious experiences as well as exploring the form and content of Black undergraduates' spiritual identities. Thus, the research questions that guided our study were the following: (a) What factors influence students' spiritual identities prior to and during college? and (b) How are students' spiritual identities raced and gendered and interact with their sexual identities? We report findings focused specifically on the social mechanisms–and their attendant ideologies–that coproduce students' spiritual identities as well as students' agentive negotiations.   [More]  Descriptors: Sexuality, Gender Differences, Spiritual Development, Self Concept

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

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

Brooms, Derrick R. (2017). Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School, Teachers College Record. Background/Context: A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student-teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound in current educational discourse, and a number of studies have focused on their experiences in teaching, their pedagogical practices, and their role within the school setting. However, little attention has been given to how Black male students experience their learning and relationships with Black male teachers–the very people who are supposed to benefit from this adult presence. The present study investigates Black male students' experiences with Black male teachers at a single-sex urban secondary school. Purpose: The purpose of this study was to understand Black male students' experiences in an all-male learning environment, with a particular emphasis on the role of Black male adults in their schooling experiences. Participants: This study focused on the schooling experiences of 20 college-age Black males who all attended the same single-sex public high school. Research Design: Qualitative research methods were used in this study. In particular, data from in-depth interviews explored students' narratives about how they experienced and made meaning from the all-male schooling environment. Findings: Findings suggest that the students conceptualized adult Black males at their school as otherfathers based on their pedagogical practices, care and concern, and support. First, students expressed their need or desire for male teachers in their secondary schooling experiences. Students identified Black male adults as significant contributors to their development. Second, learning from Black male teachers was valued highly by students because these experiences provided them with insider perspectives and key insights on being Black and male. Students were exposed to opportunities to learn about how race and gender could matter in their lives. Finally, engaging with Black male adults in their schooling experiences provided students with unique opportunities to learn more about themselves. Students' learning enhanced their critical consciousness and connected to their racial and gender identities as well. Students attributed much of their success and personal development to how Black male teachers engaged in otherfathering–expressed as holistic care, support, parenting, modeling, and life coaching. Recommendations: Implications and recommendations for educational researchers and practitioners to better understand how Black males matter in the lives and schooling experiences of Black male youth are discussed.   [More]  Descriptors: African American Students, High School Students, Single Sex Schools, Males

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

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

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