Blackness as a Disruptive Pedagogy

• In Event: Lived Racial Experiences and Pedagogies of Freedom and Care

Abstract

The purpose of this study is to examine Black teachers’ practices in addressing the behaviors of students in urban schools; and it utilizes counternarratives to explain the cultural dynamics at play between Black educators and their Black students. Black educators in this study operate under paternalistic behavioral systems, reinforced by zero tolerance policies. Using a Black feminist and BlackCrit, this study aims to present that cultural practices that center Black-ness as a disruptive pedagogy in the socio-emotional curriculum are a more beneficial approach in addressing the psychoeducational needs of Black students and may also have the capacity to positively impact their learning.

Author

• Marquita Delorse Foster, Baylor University