The Ecology of Black Education in a Chaotic Political Landscape: Recreating Community, Advocacy, and Engagement

Session Type: Symposium

Abstract

The contemporary context of Black education emerged from socio-historical and political landscapes and ideologies that have perpetuated inequities along racial, social class, and geographic boundaries, particularly in the St. Louis region of the U.S. (Author, 2023; Johnson, 2020). This symposium addresses President Tyrone Howard's call for "Dismantling Racial Injustice and Constructing Educational Possibilities." Four papers--emanating from a research project focused on the ecosystem of Black education--shift the discourse around Black education to include community-based perspectives that attend to Black community life, specifically in the St. Louis region. The authors provide constructive insights, theoretical and conceptual frameworks, and actions to effect change that strengthen and re-engage communities and schools in educating children and families on the racial and economic margins.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Education and Place, Space, Time

Chair

• Ayanna F. Brown, Erikson Institute

Papers

• Reforming Black Education in a Turbulent Political Landscape: The Stimulus of Black Political Participation in North St. Louis - Tenille-Rose Martin, City of St. Louis; Luimil Negrón, University of Missouri - St. Louis

• Capturing Community Elders’ Voices: The History Maker Marker Project - Dionne Ferguson, Good Journey Development Foundation; Marquise Nettles; Willow Kenyatta; Chase Henderson; Joseph Johnson, N/A; Stephanie Humphries

• Cultivating Communally Bonded Schooling in a St. Louis Black Suburb: Centering Stakeholders’ Perspectives - Jerome E. Morris, University of Missouri - St. Louis; Nicole R. Misra, University of Missouri - St. Louis

• School Board Politics and Family Response in Ferguson, Missouri - Jacquelyn A. Lewis-Harris, University of Missouri - St. Louis; Claire Martin, Webster University

Discussant

• Ronald E. Chennault, DePaul University