Using Afrocentric praxis as loving pedagogies to sustain black immigrant racial identities

Abstract

In this article, we chronicle two African American, male teachers’ (fourth and fifth-grade teachers at the same school) use of Afrocentric praxis to demonstrate how the identities of African Diasporic students can be honored and sustained. We begin by explaining the conceptual framework and the context of the school and classrooms. We focus our gaze on the two teachers and Yandi, a second-generation immigrant child, because complex cultural identities are often forgotten and negated in school. We reflect on the pedagogical needs of Yandi as a student whose parents are first generation immigrants to the U.S. We demonstrate how layering the content of African-Diasporic people using Afrocentric praxis can serve as methods to actualize pedagogical love and can be used to engage and invite Black students whose parents are recent immigrants. We conclude with recommended resources.

Keywords:

• Afrocentric praxis
• elementary education
• Black male teachers
• Black immigrant children
• pedagogical love

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Center for the Education and Equity of African American Students (CEEAAS).

2 Center for the Education and Equity of African American Students (CEEAAS).

3 Drs. Diaspora, From Africa to the U.S. and Back Again.

Additional information

Notes on contributors

Eliza G. Braden

Dr. Eliza G. Braden is Associate Professor of Elementary Education at the University of South Carolina, Columbia. She has published widely on critical literacy and language practices of Black and Latinx children and their families, culturally relevant teaching, and critical multicultural children's literature. Her forthcoming book is Revolutionary Love: Creating a Culturally Inclusive Literacy Classroom.

Gloria Boutte

Dr. Gloria Swindler Boutte is Interim Associate Dean of Diversity, Equity, and Inclusion and a Carolina Distinguished Professor at the University of South Carolina. Her scholarship focuses on equity pedagogies. She is the founder and Executive Director of the Center for the Education and Equity of African American Students (CEEAAS).

Valente’ Gibson

Valente' Gibson is a fifth-grade teacher in Columbia, SC. He focuses his research and teaching on racial and social justice education practices while promoting equity in race, class, gender, and sexuality. He has centered Black and Brown students' brilliance and their families as anti-racist pedagogy.

Jarvais Jackson

Jarvais J. Jackson seeks to bring light to the issues facing Black people in academic spaces. Currently studying to receive his Ph.D. in Teaching and Learning at the University of South Carolina, Jarvais continues to utilize his passion and education to research various topics regarding Black Youth, Student Voice, African Diaspora Literacy, and Race and Equity in Education Spaces.