Racially Just Policy Change: Examining the Consequences of Black Education Imaginaries for K–12 Policy

Abstract

This comparative case study examines two out-of-system education programs created by Black community organizers during the 2020–2021 school year. Applying a unique framework based on the Black radical imagination, I examine how the communities experienced these programs and the potential of the programs to shape advocacy and local policy reforms. This critical policy analysis expands our understating of how racially minoritized communities build political power in education systems and offers educators, policymakers, and researchers guidance for advancing racially just policy change at the local level.

The Vital Necessity of Critical Education Policy Research

“…Families are caught in the crosshairs of a neoliberal policy agenda, where no choice is acceptable. Daramola's (2024) article effectively illustrates the potential of Black education imaginaries in creating Black fugitive spaces; yet, as the author acknowledges, there is room for a more thorough exploration of tensions within the neoliberal agendas embraced by these Black activist groups. This limitation, possibly influenced by the COVID-19 pandemic and the convenience of Zoom interviews, may have hindered an in-depth examination of the contextual roots of policy development, implementation, and the consequences of these organizations.…”

Critical Policy Analysis: Gains and Challenges

“…Agentic actions and actors are not "puppets." They attempt to transform policies in directions that support themselves and that can partly interrupt dominant intentions, a fact that is visible in Eupha Jeane Daramola's (2024) article in this special issue on Black imaginaries-"Racially Just Policy Change: Examining the Consequences of Black Education Imaginaries for K-12 Policy. "…”

The Next Chapter of Critical Educational Policy Research: Research Informing Policy Design

“…In both settings, in contrast to SRO programs, CP policies, and CRT bans, students of color's needs and interests are centered. Daramola (2024) presents two case studies that highlight Black families spearheading the creation of micro-schools and virtual summer school programs during the pandemic. Outside the confines of the racialized current reality of schooling, the programs centered Black communities through student enrichment, family support, educators of color, relational discipline, autonomy, and cultural relevancy.…”