Black Liberatory Educational Policy: A Systematic and Unapologetic Literature Review on the Advancement of Black Teachers’ Pedagogies and Practices

ABSTRACT

Our systematic, unapologetic, and Black education-focused literature review sought to examine how educational researchers, Black teachers, and Black students describe and co-imagine educational policies that advance Black liberatory pedagogies and practices. Our work addresses a need in educational policy studies to shift paradigms and invites scholars to leverage their power and privilege. The review team searched for policy-specific and Black liberation-focused articles. Our search criteria and review process yielded 51 articles that showed clear evidence of connections to educational policy advancing Black liberatory pedagogies and practices. Rooted in Black educational policy scholars, teachers, and students’ co-created knowledge, we found nine Black liberatory educational policies (BLEPs) we organized within three levels— – Classroom, District/School, and Federal/State. Our findings implicate how Black teachers, BLEP scholars, and Black students have engaged in negotiations that build power, so our work is bolstered, and not halted, by educational policy studies and its laws. Finally, we offer the Reality-Imaginary Spectrum (RIS) conversational tool to center power analysis in Black-led, educational justice movements.

GRAPHICAL ABSTRACT

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

Additional information

Notes on contributors

Nathaniel D Stewart

Nathaniel (Nate) D. Stewart is a former middle school science teacher and Black liberatory pedagogist. His knowledge-creation activities explore Black, justice-oriented, and K-12 educators’ unique roles as policy activists and Black student agency shepherds. His inquiry is guided by critical quantification, anti-colonial epistemologies, and Black Critical Theory, purposed to bolster the political and pedagogical activities of Black educators, school leaders, and their allies.

Ellisha L. Dunnigan

Ellisha Dunnigan, a licensed K-12 language arts teacher in Minnesota, instructs secondary students and leads equity initiatives at Wayzata Public Schools. She’s pursuing a Ph.D. and K-12 Administrative License at the University of Minnesota, specializing in educational policy and leadership. Her scholarship centers on affecting systemic and policy changes in education, with a key emphasis on Black liberation within K-12 institutions.

Ashley A. Purry

Ashley Purry is a Ph.D. student in educational policy and leadership and holds a M.A. degree in Youth Development Leadership. Her theory of youth development aims to create spaces where black youth can feel seen, valued, listened to, and powerful. Ashley’s scholarship is focused on building a better education system based on the voices of young people.

Charles C. Borom

Charles Borom, is a seasoned educator who holds a M.A. in educational policy and leadership. He has transitioned from the classroom to nonprofit work, focusing on community engagement. Charles is passionate about using research to drive systemic change, ultimately aiming to shape policies that support representation and Black liberatory practices in K-12 education.