We See the Potential: Possibilities for Civic Education

• In Event: Civics in the Margins: Teaching, Learning, and Embodying Civics in Communities of Color

Abstract

Objectives or purposes:
The historical evolution or waves of Black feminism is evident in U.S. and global movements for liberation as Black women have continually offered a political paradigm for progressive agendas (Taylor, 1998; Berry & Gross, 2020; Jones, 2020). Black feminist pedagogy offers a way to recenter the civic knowledge, scholarship, and activism of Black women in disrupting hegemonic and oppressive systems rooted in capitalism, sexism, and racism as it relates to the classroom (Omolade, 1987; Henry, 2005).This could serve as an entry point to educators seeking to glean lessons on Black feminist pedagogies that can foster antiracist civics. We offer a framework, R.E.S.P.E.C.T that will provide social studies teachers with a blueprint for how to authentically implement anti-racist work of Black women by centering their lived experiences and activism.

Perspective(s) or theoretical framework:
Black feminism is expansive with many tensions and conceptualizations. However, Collins (2000) has identified core themes of Black feminist thought which include 1) analyzing Black women’s work (paid and unpaid), 2) challenging stereotypical and controlling images through self-definition, 3) intersectionality and sex politics and, 4) intellectual and social activism. Yet, the work of Black women and girls as sociopolitical change agents in society and in racial justice work in schools continues to be marginalized (Kelly, 2020). A Black feminist pedagogy “sets forth learning strategies informed by Black women's historical experience with race, gender, class bias and the consequences of marginality and isolation” (Omolade, 1988 p. 31). The core tenets of Black feminist pedagogy serve as a powerful theoretical and practical lens to engage in anti-racist civics education.

Methods, techniques, or modes of inquiry:
This paper is theoretical in nature thus we do not have a methodology section.

Scientific or scholarly significance of the study or work:
Utilizing the underpinnings of Black Feminist Pedagogy, we wanted to create a framework and guide for teaching and embracing the civic knowledge, scholarship, and activism of Black women who have and continue to model for the nation and the world what it means to be a global citizen. Given that Black women deserve respect in the foundation of this work we utilized the Queen of Soul, Aretha Franklin’s song R.E.S.P.E.C.T., to identify the following 7 tenets: R-Revolutionary, E-Epistemology, S-Self Determination, P-Political and Social Activism, E-Emancipatory, C-Collectivism, and T-Truth Telling. We believe that by teaching and centering the knowledge, experiences, and collective work of Black women in (anti-racist) civic education we can all get to a more just and equitable society; a society that in essence will liberate and free us all.

Authors

• Tiffany Mitchell Patterson, District of Columbia Public Schools

• Natasha C. Murray-Everett, Rowan University

• Crystal G Simmons, University of North Carolina - Wilmington

• Leilani Sabzalian, University of Oregon

• Brittany Jones, University at Buffalo - SUNY

• Denisha Jones, Defending the Early Years

• Sarah A. Mathews, Florida International University