Education as a "Plantation Public Good": Responses, Reforms, and Refusals of Schooling and Education in an Antiblack World

Session Type: Symposium

Abstract

Each presenter will examine the ways in which scholars, teachers, students, community members, etc., make sense of and address antiblackness in education. The approaches include initiatives within schools such as community school development and identity-based after/during school programs, collaboration with Black radical community-based organizations, uplifting the voices of Black d/Deaf youth, and examining philanthropic organizations. Each presenter will also explicate how reframing schools and education as inherently antiblack might better serve black students, communities, and families. Through diverse frameworks and qualitative methods that seek to explains and address antiblackness, each presenter will critically interrogate the notion of education as public good. The session will end with remarks by a scholar who has extensive research experience in addressing antiblackness in education.

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• kihana miraya ross, Northwestern University

Papers

• "What Does It Mean to Be in My Skin?" Black Girls' Resistance to Antiblackness - Ashley L Smith-Purviance, Providence College

• Destruction and Abolition as Black Educational Justice: How Antischooling Helps to Address Antiblackness in Education - Michael A. Davis, University of Wisconsin - Madison

• Sounds of Liberation: Amplifying Black-d/Deaf Voices - Mary Johnson, University of Maryland - College Park

• "Humanizing" for Whom? Community Schools, Black Youth, and the Meaning-Making of Educational Leaders  - Gwendolyn Baxley, University at Buffalo - SUNY

• Philanthropy, Community-Based Organizations, and Youth Organizing as and Against Antiblackness   - Marlo A. Reeves, American Institutes for Research

Discussant

• kihana miraya ross, Northwestern University