Black Family Love and Power: An Act of Ancestral Resilience

• In Event: Dancing in the Rain and Weathering the Storm: Stories of Black Family Agency and Resistance

Abstract

Black children have been mis-educated (Asante, 1991; Woodson, 1933) and socialized away from their ancestral history, cultural knowledge, and African roots and traditions (Karenga, 1988; Steele, 1992) in American schools. It is time American school systems re-imagine and re-invest in Black family-school relationships, contemporary learning practices, and historical truth that intentionally includes Black families’ voices about learning and academic achievement (Perry et al., 2003). Black families are sources of agency, resistance, and empowerment for Black children in White, Eurocentric schooling (Asante, 1991). In many families, Black children receive love, support, and culturally sustaining knowledge (Asante, 1988) from Black caregivers for survival and thriving in American schools. By examining educational inequalities suffered by Black people in America (Steele, 1992), this paper presents counter narratives about Black family stereotypes by illuminating Black family culture, the realities of Black student learning (Perry, et al., 2003), and the educational practices at home that support Black excellence at school (Asante, 1991). I assert that ancestral knowledge has power to shape and instill pride, identity, and drive for success in a Black child’s future (Hillard & Sizemore, 1984; Hilliard, 1998), despite the inequitable conditions of American schooling.

I use Afrocentricity (Gray, 2001; Asante, 1988) to frame the reclaiming of African values: spirituality and collectivism (Asante, 1988; Keto, 1990) to contrast Eurocentric’s individualism worldview (Jean, 1991). Black families’ voices, power, culture, and resilience are centered in educational learning spaces that support ways of knowing about the world. History is like ancestral whispers in an old house; reminding us of inner strength, spiritual foundation (Asante, 1988), and resilience that encourages reliance on Black families’ collective and communal resources. Parents, caregivers, and teachers have collective opportunities to leverage and fortify Black students and families using culturally responsive approaches that value and respect (Asante, 1988) the cultural identity, cultural history, and funds of knowledge (Moll et al., 1992) that Black families bring to the classroom.

This qualitative study uses a critical, ethnography approach to gather stories and observations from urban, midwestern, Black parents and caregivers about their culture, heritage, and wisdom (Asante & Mattson, 1991) to inform a deeper understanding of Black families’ counter-narratives in limiting and liberating relationships with American schools (Perry et al., 2003). Open-ended interviews were conducted with Black parents and caregivers to determine experiences with dominant, White, school ideologies, and how those ideologies infiltrate Black home environments. Stories were analyzed to explore how ancestral spirits, resilience, and empowerment (Asante, 1988) help Black children thrive with courage, agency, and excellence despite educational and social injustices in schooling.

The Black parents and caregivers’ stories are significant counter narratives that affirm and recognize Black children’s brilliance and excellence in safe learning spaces (Boykin & Forrest, 1985). Black parents and caregivers’ knowledge and cultural spirit continue to uplift Black families and help Black children navigate and negotiate inequitable and oppressive school systems in America.

Author

• Latosha M Rowley, Indiana University - IUPUI