Antiracism Education in a High-Performing Urban School: African American Students' Reactions to Race, Social Justice, and the Media

• In Event: Sheraton Roundtable Session 37
  In Roundtable Session: Examining the Challenges of Race and Academic Rigor

Abstract

Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions (Flaherty, 2014; George & Puente, 2015; Moulthorp, 2015). Thus, the transformative power of education is restricted when conversations about real issues in society are avoided (Grosland, 2013; Matias & Mackey, 2016). This qualitative study examines Fannie Lou Hamer Academy (FLHA) – pseudonym, a high-performing urban school that utilizes anti-racism education in daily classroom practices. Findings from this case study suggest that anti-racism education allows students to critically analyze social justice issues and the media. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.

Authors

• Marcia J. Watson-Vandiver, Towson University

• Greg Wiggan, University of North Carolina - Charlotte