Examining Antiracist Educational Practices Through a Developmental Lens

Session Type: Symposium

Abstract

Many schools are focused on disrupting racial injustice. Much of this research has focused on the teacher or student perspectives, limiting our understanding of the bidirectional, dynamic relationship between students and teachers when it comes to racial justice within the school context. Indeed, to disrupt racial injustice in schools one must use an interdisciplinary lens to examine the experiences and understand the process and outcomes of doing anti-racist work in the current socio-political context. Moreover, one must use a developmental perspective to understand this process given the reality that teachers and students often come from different starting points. Therefore, this symposium brings together interdisciplinary researchers to discuss scholarship on the anti-racist work of teachers and students using different developmental frameworks

Sub Unit

• Division E - Counseling and Human Development / Division E - Section 2: Human Development

Chair

• Neeley Minton, Albemarle County Public Schools

Papers

• Rules, Rubrics, & Racism: A Narrative Analysis of Black Youth Organizers’ School Experiences - Edward D. Scott, University of Houston

• It’s in their Feelings: Implications of Teachers Emotions on Racialized Discipline - Kamilah B. Legette, University of Denver

• Examining the Ways Teaching Anti-Racist Units In Shifting Teacher Mindsets’ Towards Racial Justice - Johari Harris, Kennesaw State University; Steven Turner, Albermarle County Public Schools

Discussant

• Charity Brown Griffin, Winston-Salem State University