Black Educational Activism for Community Empowerment: International Leadership Perspectives

Abstract

This article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. An analysis of narrative data reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex communitybased, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and develop and enact distinct types of social capital to yield community versus individual uplift. The authors conclude that activists should be valued as leaders and strategically engaged in K-12 public school systems to combat racism and build effective school-community alliances.

Refusing Detroit’s public school failure: African American women’s educational advocacy and critical care versus the politics of disposability

“…Extant research indicates that critical care is integral to community members' and educators' advocacy (Alston, 2005;Horsford, 2010;Loder-Jackson, 2011;Marshall & Anderson, 2009;Williams, 2009;Wilson & Johnson, 2015). Findings from this study of African American women educational advocates in Detroit led me to consider how critical care can counter the politics of disposability, thereby adding an important layer of context to be considered in future research on neoliberal education reform.…”

“…African American women, specifically, have engaged in educational advocacy and activism through campaigning for the needs of children as mothers, educators, and community caregivers. Many have directly protested their families' and communities' oppression and worked as systemic change agents (Cooper, 2007;Wilson & Johnson, 2015;Gordon, 2005;Henry, 2005;Loder-Jackson, 2011, Ward Randolph, 2012.…”

“…Narrative data suggests that the knowledge, perceptions, and experiences of the African American women educational advocates in this study culminated into their deep sense of critical care about children, families, and the City of Detroit. Their advocacy is an extension of that critical care given their involvement in numerous activities related to seeking social justice in public educational arenas and standing up for inclusion, representation, and the nurturing of Detroit's students' well-being and success (Cooper, 2009, Wilson & Johnson, 2015Beauboeuf-LaFontant, 2002;Siddle Walker & Snarey, 2004).…”

“…They therefore should be welcomed, respected, and worked with as esteemed educational partners. Greater involvement, representation, and influence of educational advocates and activists-including those highly impacted by poverty-is warranted to have shared accountability for equity and educational investment at individual, communal, institutional, and societal levels (Wilson & Johnson, 2015).…”

Reframing Activism as Leadership

“…Political and Social Activism. Some of the most common (noticeable) forms of political and social activism have been implemented by marginalized groups to address racial inequalities (Stornaiuolo & Thomas, 2017;Wilson & Johnson, 2015). Black communities, specifically, have practiced activism to gain access to equal socioeconomic opportunities.…”