"I'm Black and I'm Proud!" An Exploration of Antiracist Education and African American Student Identity

• In Event: Beyond the Theory and Toward Systemic Change: Antiracism in Practice

Abstract

The most recent attack on critical race theory suggests that at its core – U.S. schools are failing to properly teach, and contextualize, race. Sadly, multiculturalism is often supplanted with colorblindness and assimilation, while many diverse, non-binary, and non-White perspectives are omitted altogether. Using a case study design, this work explores the perceptions and experiences of students at a high performing urban school that progressively uses anti-racist curricula as an alternative approach to learning. The findings reveal that implementing anti-racist curricula is socially and culturally beneficial for students, especially in the area of racial identity and de-marginalization. Complementary to this year’s conference theme, it is necessary to combat racial injustice in order to reimagine – and ultimately, cultivate – more equitable educational systems.

Authors

• Marcia J. Watson-Vandiver, Towson University

• Greg Wiggan, University of North Carolina - Charlotte