: Abolitionist Leadership and the Emancipation of TK–12 Black Students

• In Event: (Re)Conceptualizing Action-Oriented Social Justice Leadership for Such a Time as This

Abstract

Purpose
This presentation describes successful educational strategies abolitionist leaders employ to emancipate Black students from systems built on a foundation of white privilege. The study answers the questions: How do abolitionist leaders create conditions for Black students to thrive in American schools? What strategies do abolitionist leaders employ to create and sustain affirming learning environments for Black students?

Perspectives
Abolitionist leaders have argued, since their inception, that traditional public school systems would/do not meet the needs of Black students (Hurston, 1955, Woodson, 1933, Kunjufu, 1983, 2002). Abolitionist scholars and educators believe that a deconstruction of the current educational system must occur in order for Black students to thrive (Tatum, 2003, Love, 2019), and include critical analysis of disaggregated academic, school culture, and climate data; implementation of research-proven strategies to improve outcomes for students; and implementation of strategies to recruit and retain abolitionist teachers and leaders in equitably-funded schools (Bishop, 2004). Historically, white citizens and political leaders have resisted changes to euro-centrism curriculum and policy (Cobb, 2021), and thwarted attempts to foster affirming environments for Black students (Woodson, 1933) and efforts to address disparities.

Methods
Set in one of the top ten highest suspending districts, this study employed a mixed-method case study approach to investigate the successful educational strategies abolitionist leaders employed to emancipate Black students from systemic inequities in the Vallejo School District. The data include longitudinal differentiated data related to school culture/climate and academic achievement for Black students, artifacts and documentation from meetings with leaders, community members and staff, email correspondence, and field notes regarding observations and informal conversations with the Vallejo school community. The research findings are documented using an advocacy/participatory approach that includes pragmatic action-steps (Creswell, 2003).

Results
The study reveals four successful strategies of abolitionist leadership: 1) Hiring of Academic Support Providers to connect families to community resources; 2) Implementation of restorative practices and introduction of abolitionist strategies to reduce discipline disparities; 3) Increased access to technology, and implementation of STEAM labs in TK-8 schools; and 4) Development of Wall to Wall Academies (e.g. law, hospitality and business, engineering, international finance, etc) and assignment of visionary and committed staff (e.g. teacher leader, vice principal, counselor, team of teachers) to work collaboratively to ensure that students graduate with college entrance requirements met.

Scholarly Significance
This case study demonstrates the ways that educational leaders can realize the work of Carter G. Woodson (1933), who suggested, among other things, that educators offer programs in Black history and race relations; create a program specifically designed to educate Black students; provide relevant educational options to prepare students for viable careers; and uplift the entire Black community. Ultimately, this study demonstrates a method of moving from theory to praxis, which is essential abolitionist leadership work to emancipate generations of Black students from the public schools that harm them daily.

Author

• Ramona Bishop, Elite Public Schools