https://orcid.org/0000-0002-6927-104X
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The potential for cross-racial coalitions between minoritized communities in educational advocacy and policymaking is enhanced as communities become increasingly diverse. In this qualitative case study, we use interviews and archival data to explore coalition politics between Black and Latinx community leaders in a large, metropolitan school district in the U.S. Mountain West. Utilizing postcolonial feminist theory and critical race theory, we explore how and why Black and Latinx communities engage (or not) in coalition politics to advocate for educational equity. We found that although these communities rarely engaged in coalition politics, they sometimes developed what we termed micro-coalitions. This is a small, yet powerful and promising coalition grounded in a deep understanding of historical racial injustices and explicit efforts to navigate tensions and support both communities. We further highlight how district and state leaders leveraged existing tensions and adopted broadened but weakened policies to appease these communities.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. We use ‘Latinx’ as a gender-neutral reference to people of Latin-American heritage (see Ramirez and Blay, Citation2016; Salinas and Lozano, Citation2017). To not negate gendered experiences, we use Latino/Latina, or Chicano/a when acknowledging individuals or past research identifying with these gendered identities. Also, we maintain participant-provided identification, including Latino, Latina, Hispanic, and Brown. Although both ‘Black’ and ‘Latinx’ are politicized categories, we recognize the reality of the identities are diverse, intersecting, and fluid.