"My Teachers Do Not Like Black Students": Principal's Realizations of Antiblackness Within Black School Spaces

• In Event: Leading for Racial Justice and Culturally Responsive Practices

Abstract

This case study involves an in-depth examination of the experiences and introspection of Ms. Ward, a seasoned educator, as she examines educational experiences of Black students and teachers. Ward's discovery of critical theories and conceptualizations of deficit thinking compelled her to reimagine a school community where teachers interrogate the ways in which their anti-Blackness against students is manifested. This paper addresses the need for culturally responsive leadership to identify and redress teachers’ reinforcement of white supremacy and the need for instructional practices that reject Anti-Blackness and establishes Black Joy for Black students as a means of resistance to marginalization. The author examined her school’s journey of critical self-reflection to mitigate anti-Blackness while promoting relationships, equity, and justice.

Authors

• Donya Odom, Eastern Michigan University
  Presenting Author

• Rema E. Reynolds Vassar, Wayne State University
  Presenting Author

• Clyde Barnett, Discover Without Barriers LLC
  Non-Presenting Author

• Simone Brown, Eastern Michigan University
  Non-Presenting Author

• Mia Rollack, Eastern Michigan University
  Non-Presenting Author

• Dikea Ahisha Taylor-Santiago, Eastern Michigan University
  Non-Presenting Author