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Abstract
In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its followers’ intersectional critical consciousness. Additionally, BLM content highlighted actions that can support Black liberation. Lastly, BLM content supported the building of relationships and naming of emotions as Black people work toward their liberation. In this sense, BLM connected with elements of a racially liberatory pedagogy and offered nuances that advanced the framework. We discuss the implications of this framework for teaching in higher education.
Note
Acknowledgements
The authors are grateful to all the contributors of the Black Lives Matter social media community whose posts allowed us to learn more about how BLM’s epistemology guides their important work and creates community. The authors have applied the insights we have gained to develop a racially liberatory pedagogy for higher education faculty interested in making colleges and universities less toxic and violent environments for Black and potentially for other racially minoritized students. The authors are also grateful for the feedback provided by the reviewers as well as feedback on earlier drafts provided by Dr. Joseph Cooper.
Notes
1 Racially liberatory pedagogy, as conceptualized in this work, centers the learning needs of racially minoritized people. Honoring the focus of BLM, we focus here on centering the needs of Black students and other racially minoritized students.
Additional information
Notes on contributors
Milagros Castillo-Montoya
Milagros Castillo-Montoya is an assistant professor of higher education and student affairs in the Department of Educational Leadership at the University of Connecticut.
Joshua Abreu
Joshua Abreu is a doctoral candidate of Leadership and Education Policy in the Department of Educational Leadership at the University of Connecticut.
Abdul Abad
Abdul Abad is a doctoral student in the Higher and Postsecondary Education program at Teachers College, Columbia University.