Teaching in a Polycrisis: Pedagogical Strategies of Black Educators During the Civil Rights Movement

• In Event: Containment, Closures, and Desegregation in Twentieth and Twenty-First Century Schools

Abstract

This study examines the experiences and pedagogies of Black educators during the Civil Rights Movement (CRM) as they navigated a polycrisis defined by systemic inequalities and social transformation. Utilizing secondary qualitative data analysis, we explore how these educators' relational and pedagogical strategies effectively responded to the interconnected challenges of their time. By reflecting on their experiences and teaching practices, we draw actionable insights for current educators teaching in a polycrisis characterized by political divisiveness and social injustices. Employing bell hooks’ engaged pedagogy as a framework, this research emphasizes the importance for teachers to foster relationship building and critical consciousness, illuminating valuable lessons from history for today's teachers.

Authors

• Tarsha I. Herelle, Johns Hopkins University

• Andrene Castro, Virginia Commonwealth University

• Phelton Cortez Moss, Virginia Commonwealth University

• Tracy Booker, Virginia Commonwealth University

• Kiari Cole, Virginia Commonwealth University