Going beyond anti-racist pedagogical practices: co-constructing a pro-Black classroom

Abstract

Purpose

The purpose of this study is to explore the means, rationale, challenges and opportunities of shifting focus from anti-racist to pro-Black educational practice. The authors argue that while anti-racism is necessary, it is insufficient in addressing the deeply entrenched anti-Blackness in US society. The instructor and three student members of a graduate course on Black girlhoods reflect on their time together to better understand the process of developing a classroom specifically for Black students.

Design/methodology/approach

Through a process of collaborative autoethnography, the authors used their reflections as data to identify the practices that served to establish their space as pro-Black and consider how these practices may apply to other contexts.

Findings

The data presented indicate that co-construction, intentionality and care and love are integral to developing a pro-Black classroom. The implementation of these practices in the authors’ graduate course allowed the students to feel seen and affirmed, which contrasts with their previous experiences in higher education.

Originality/value

This paper introduces the concept of the pro-Black classroom space as a pedagogical transformation aimed at preserving Black lives. The authors’ insights demonstrate how concrete practices that not only constitute anti-racist practice, but further challenge anti-Black bias, help to dismantle structural and systemic inequities in academia.

Citation

Parks, S., Bell, J., Ellwood, S. and Deckman, S.L. (2022), "Going beyond anti-racist pedagogical practices: co-constructing a pro-Black classroom", Journal for Multicultural Education, Vol. 16 No. 3, pp. 259-271. https://doi.org/10.1108/JME-10-2021-0193