“They Hate on Me!” Black Teachers Interrupting Their White Colleagues’ Racism

Black Lives Matter at School: Using the 13 Guiding Principles as Critical Race Pedagogies for Black Citizenship Education

“…As Duncan (2019, 2021) reminds us, the counter-story tenant supported through narrative approaches is consistent with critical race research and pedagogies, providing space for our participants to share stories that center previously marginalized voices and change the master narrative. Because narrative research considers “extended accounts of lives in context” (Riessman, 2008, p. 6), a narrative approach allowed us to situate the teachers’ stories within their work with BLMAS Week of Action.…”

“…Narrative inquiry speaks to the telling and retelling of said stories in our own lives, the histories, and perspectives that are brought to the table, and the conversation and the lives of those that interact and connect with us as scholars, as teachers, and as colleagues. (Berry & Bowers Cook, 2019, p. 87, p. 87) As Duncan (2019Duncan ( , 2021 reminds us, the counter-story tenant supported through narrative approaches is consistent with critical race research and pedagogies, providing space for our participants to share stories that center previously marginalized voices and change the master narrative. Because narrative research considers "extended accounts of lives in context" (Riessman, 2008, p. 6), a narrative approach allowed us to situate the teachers' stories within their work with BLMAS Week of Action.…”

Unofficial and Unconventional Social Studies Spaces for Students of Color

“…Along those lines, teacher education programs need to find ways to increase diversity within its buildings. Scholars have noted that teachers of color, especially teachers of color who hold certain sociocultural and racial knowledge about the communities they serve, are essential to students of color academic growth, racial literacy, and ideas regarding critical and cultural citizenship (Duncan, 2018;Rodríguez, 2018;Salinas & Castro, 2010;Vickery, 2015).…”

Does a queen belong in a democracy? Departures and possibilities in civics and economics education

“…Defining labor only as “work for which you are paid” (Wolla, 2015) further exacerbates the problem (Banks, 2005; Brown & Reed, 2020). These issues are indicative of a long history of making the labor, contributions and value production of Black women invisible across the social sciences and social studies (Banks, 2020, p. 2021a; ; Coles & Pasek, 2020; Duncan, 2019; Ladson-Billings, 2003; Pinkney, 2016; Vickery, 2021; Weingarten, 2020). Economist Nina Banks offers rectification.…”