Anti-Blackness in Latinx communities in a (mainly) U.S. Context

• In Event: “Asian and Latinx Anti-Blackness in Schools and Communities: Complicity and Resistance” Book Discussion Symposium 2

Abstract

Anti-blackness deeply permeates educational spaces (ross, 2021; Love, 2016; Solórzano, 2000). With young people ages 13-17 spending a significant amount of time engaging with media, including digital platforms that may perpetuate racialized messages and anti-blackness, it is critical for educators to teach about racial literacy, by engaging in critical media literacy and ethnic studies pedagogy. One approach to support youth in developing racial literacy is teaching them through an ethnic studies pedagogical approach to learn about the social hierarchy and racialized history of the United States through an anti-racist and decolonial lens (Liberated Ethnic Studies Model Curriculum, 2021). Given the influence of media and technology on the educational landscape, an additional tool that can be utilized in the classroom is the critical media literacy (CML) framework. Kellner and Share (2005, 2007) define critical media literacy as the ability to analyze media, criticize stereotypes, dominant values, and ideologies, and interpret varying meanings and messages displayed in media. Together, ethnic studies pedagogy and critical media literacy can ensure students develop racial literacy to combat anti-blackness in schools.
In this chapter, we first present the theoretical frameworks that guide our pedagogy. We then share classroom examples that illustrate how critical media literacy and ethnic studies approaches are employed pedagogically to combat anti-Blackness in the school communities we work with. We conclude with reflections and strategies for educators seeking to develop students’ counter-hegemonic racial literacies.
Guinier (2004) established racial literacy as an individual’s capacity to comprehend and critique how race operates in society. We also utilize Chávez-Moreno’s continuum of racial literacies to discuss some of the pedagogical practices used in classrooms to make sense of racial ideologies (Chávez-Moreno, 2022). A clear and common example of hegemonic racial literacies is the white-sanitized stories that are told in history books. Examples of engaging in counter-hegemonic racial literacies include teaching ethnic studies courses, and pedagogical approaches that incorporate critical media literacy frameworks.
Melina and Manuel taught in the same school and school community with predominantly Latinx students in central Los Angeles, California. In Melina’s classroom she was committed to honoring students’ whole-being, and encouraging and supporting students in developing their critical consciousness. Manuel developed intentional, thoughtful relationships with students and developed students' critical consciousness through rigorous and intentional history courses. Both educators identify as social justice educators, participate in ongoing movements for justice, and engage in many of the same efforts to combat Anti-Blackness.
In an era of deep sociopolitical division and pervasive prejudiced media narratives, educators need to prepare students to develop counter-hegemonic racial literacy. Utilizing ethnic studies, pedagogical practices and the critical media literacy framework are two approaches to supporting students in developing their counter-hegemonic racial literacy.
Supporting youth in developing their counter-hegemonic racial literacy is imperative for all youth to question anti-black, racialized media messages and cultivate respect, love, advocacy, and allyship regardless of shared identity characteristics. Working in predominantly Latinx communities is a reminder that educators must be committed to supporting all students in recognizing our communities’ shared struggles. As Lilla Watson reminds us, “...your liberation is bound with mine.”

Authors

• Melina Melgoza, Harvard Graduate School of Education

• Manuel Gochez, LAUSD