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Black Teachers and Students Historicity, Wake Work and the Struggle Against Erasure
Thu, April 9, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Gold Level, Gold 3Session Type: Roundtable Session
Abstract
Focusing on curriculum, discourse, and school reform, this paper session interrogates how Black histories, languages, and emotions are policed or affirmed in K–12 contexts. Papers analyze students’ experiences of erasure and belonging, the affective load of learning Black historical suffering, anti-Black logics in “foundational” literacy, and restorative justice practices that replicate inequity. Collectively, presenters mobilize BlackCrit, linguistic justice, and phenomenology to advocate for curricula that center truth-telling, relational care, and linguistic plurality.
Sub Unit
Chair
Papers
Affirming Black Histories and Cultures: Black Students’ Experiences of Erasure, Belonging, and Self-Actualization - Tashal Brown, University of Rhode Island; Tiana Freeman, Clark University; Christopher Battle, University of Rhode Island
Black Students’ Emotions Matter Too! Examining How Black Students Feel when Learning Black Historical Suffering - Brittany Jones, University at Buffalo - SUNY
Understanding Restorative Justice and the Reproduction of Antiblackness in Education - Kai Butterfield, University of Toronto - OISE
‘We All We Got’: Black Teachers Utilizing Peer Relationships as a Form of Wake Work - British Reynolds, University of Illinois at Chicago; Brittany L. Marshall, San Diego State University