Teaching and Learning Black Studies: Toward an Evidence-Based Model for Curricular and Cultural Transformation in U.S. Schools and Systems

• In Event: It’s Time to Teach the Truth: On Developing a Black Studies Curriculum for New York City Public Schools

Abstract

In this paper, presenters will provide an overview of the collaboration between the Black Education Research Center (BERC) at Teachers College and Harlem Community School District 5 of NYC Public Schools with a focus on the processes and partnerships associated with curriculum design, development, piloting, implementation, professional development, and evaluation. In response to the questions, “Why Black studies?” Why New York City? Why now?, the presenters explain their cooperative and collaborative approach to curriculum design professional development, and evaluation as a research-based model for curricular and cultural transformation in U.S. schools and school systems. They will also present The second lessons learned from the BERC DesignLabs™ Program, which was developed to create a mechanism through which to pilot Black studies lessons and units in the first two years of the project.

Authors

• Rosa L. Rivera-McCutchen, Hunter College - CUNY

• Dawn Brooks DeCosta, Teachers College, Columbia University

• Brandi N. Hinnant-Crawford, Clemson University

• Rodney K. Hopson, American University