Beyond the "Ragged Bundle": How Can Educators Develop Hope and Justice Through the Teaching of Black History?

• In Event: 46.070 - Experiences of African American Males in Education

Abstract

The study enquires into the impact of teaching Black history in London schools, and considers the perspectives of thirteen year old students who undertook a range of enquiries into various Black history topics. Taking a perspective on teaching history that emphasises justice and hope as key themes in curriculum and pedagogy, the study seeks to move beyond a retributive approach to justice and embraces a restorative approach that would present a broader view of Black history than the conventional view of the annual Black History Month. Although the authors sought a wide interpretation of Black history, they were confronted by a narrow view of their students.

Authors

• Abdul Mohamud, Hampstead School

• Robin Whitburn, Institute of Education - London

• Valerie Hill-Jackson, Texas A&M University