Teaching homeplace: How teachers can cultivate Black Joy through culturally responsive practices in the classroom

ABSTRACT

Cultivating Black joy is critical, given censorship placed in schools, on Black bodies, and in the curriculum. This article conceptualizes how the dimensions of culturally responsive teaching practices can help reclaim and reconstruct Black students’ sense of well-being in the classroom and their sense of Black Joy. Furthermore, this conceptual piece argues how creating a homeplace can affirm joy and liberation for Black students. This article provides an overview of prominent scholars who have expanded culturally relevant pedagogy, which acknowledges the importance of culturally responsive teaching practices in the classroom. This concept also argues that implementing culturally responsive teaching practices (i.e. instructional practices, curriculum development, teacher-student relationships, classroom climate, etc.) promotes agency, resistance, and liberation for Black students. This article concludes with the discourse on how culturally responsive teaching practices could cultivate Black Joy by disrupting traditional instructional practices and employing practices that foster radical pedagogies to help combat racism and anti-Blackness.

Disclosure statement

There are no known conflicts of interest to disclose.

Additional resources

1. NYC Department of Education (n.d.). Black History, Black Joy, Black Brilliance collection. https://www.weteachnyc.org/resources/collection/black-history-black-joy-black-brilliance/

Developed by the NYC Department of Education, this website provides an online space for educators to gather resources that extend beyond enslavement and the Civil Rights Movement. This collection of resources centers on liberation and celebrating Black Joy and Black brilliance. Of particular interest are resources centered around race, the searchable database of books that feature Black girls, and artifacts that capture the struggle for racial equity in America. This resource should be considered when teaching about racism and civic education.

2. Parker, K. (2022). Literacy is liberation: Working toward justice through culturally relevant teaching. ASCD.

This book highlights culturally relevant teaching practices that help students work toward justice. It provides practical steps toward building a more equitable classroom environment for students. Finding liberation through literacy is more critical than ever, given the current censorship across several states. Thus, using these practices to help give voice to students and their experiences in the classroom is necessary. This text also curated a library that is culturally sound and how to develop strategies that tackle barriers related to students and administrators.

3. Stembridge, A. (2019). Culturally responsive education in the classroom: An equity framework for pedagogy. Routledge.

This book helps educators conceptualize equitable practices in K-12 classrooms. This book adopts a student-centered approach to support teachers in understanding what equity looks like in their classroom and works to close the equity gap within schools. Furthermore, this book also prompts teachers to be aware of their attitudes and beliefs as they impact the classroom environment. This text may also be useful in teacher training programs.