Embracing the Fullness of Black Humanity: Centering Black Joy in Social Studies

Abstract

Research indicates that social studies classrooms, as they currently exist, are a site of suffering for Black students. This is largely because social studies curricula limit Black experiences to oppression and liberation. In this article, we propose implementing and centering Black joy in social studies classrooms to help social studies education work toward achieving its mission and provide space for the full range of Black humanity to enter classrooms. Toward this end, we provide practical starting points for classroom teachers in various social studies disciplines.

Keywords:

• Black joy
• curriculum
• culturally sustaining pedagogy

Notes

1 In keeping with Matias et al. (2014) and other scholars, we have opted to use lowercase letters for the word white to challenge white supremacy in language.