Abolitionist Teaching, Learning, and Activism in Black-Led and People of Color Community Spaces

• In Event: Communities-of-Color-Based Research for Racially Just Transformation in a State's Public Education System

Abstract

Purpose

Our study provides a contemporary example of self-determination and abolitionist teaching, learning, and activism within Black-led and People of Color (POC) community spaces in Washington State. We explored how Black-led and other POC community spaces served as spaces of belonging, learning, planning, and action, and what we can learn from these spaces to upend persistent and systemic injustices in the societal and educational experiences of Black and other youth, families, and community members of color.

Theoretical Framework

We frame this work using Love’s (2019) conception of abolitionist teaching and Paris and Alim’s (2014, 2017) theory of culturally sustaining pedagogy (CSP). Abolitionist teaching is a way of life and seeing the world that ultimately aims to attain freedom for dark and poor folks through actions to eradicate injustices in and outside of schools (Love, 2019). The work of abolitionist teachers is done in solidarity with communities of color and builds on the cultural wealth of these communities while fighting together to create a homeplace that represents their hopes and dreams (Love, 2019). Homeplaces are abolitionist spaces and sites of resistance “where Black folx truly matter to each other, where souls are nurtured, comforted, and fed” (bell hooks, 1997, as cited in Love, 2019, p. 63). Relatedly, CSP aims to sustain the cultural and linguistic competence of youth and communities of color in traditional and evolving ways while demanding, “explicitly pluralist outcomes that are not centered on White middle-class, monolingual/ monocultural norms and notions of educational achievement” (Paris & Alim, 2017, p. 12).

Methods & Data Sources

Findings shared in this paper draws from data gathered through/from participant observations (in three Black-led organizations), document analysis (e.g. emails, organizational websites, and newsletters), a survey (47 completed) translated in seven languages, and eight in-depth virtual interviews. All data was analyzed using Braun and Clarke’s (2006) recursive six-phase process of thematic analysis.

Findings

Three key, interrelated themes characterized the Black-led and POC community spaces. First, they were “Liberatory Spaces” where participants were heard, resources were shared, and members were encouraged to engage in action for social change. Second, these spaces were “Culturally Sustaining” in the vibe they fostered and maintained through music, arts, and advocacy. These were spaces where POC advocated for more educators of color and curriculum in schools that center the lives, histories, cultures, languages, etc. of children of color. Lastly, these spaces were identified as “Homeplaces” where folks of color are able to breathe and feel safe from daily racist attacks, microaggressions, and hyper surveillance.

Significance

Currently (and historically) schools are (and have been) places of spirit-murdering for students with dark skin (Love, 2019). Spirit murdering is situated in anti-darkness, racism, settler-colonialism, and systemic oppression. Within our research, we identified qualities of Black-led and POC community learning spaces that made them homeplaces for youth and other community members of color. These abolitionist spaces offer important lessons about ways of cultivating learning environments that are spirit uplifting, culturally sustaining and free of racism and oppression.

Authors

• Shanee A. Washington, University of Washington

• Kaleb Germinaro, University of Washington

• Kayla Mendoza Chui, University of Washington

• Jessica I. Ramirez, Portland State University