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Juneteenth Should Serve As a Reminder That Anti-Blackness Is Still Alive in Our Schools

Juneteenth Should Serve As a Reminder That Anti-Blackness Is Still Alive in Our Schools_60cc83390200b.jpeg
Anti-blackness Better Conversation Black Appetite Black students Black vernacular critical race theory CRT Dr. April Baker-Bell Dr. Jamila Lyiscott educational justice educational liberation Ethnic Studies Juneteenth Kwame Sarfo-Mensah liberation Linguistic Justice racism Special Education Students of Color Systemic Racism White Food White Supremacy

Juneteenth Should Serve As a Reminder That Anti-Blackness Is Still Alive in Our Schools

Juneteenth Should Serve As a Reminder That Anti-Blackness Is Still Alive in Our Schools

As a Black man, I want to start by saying that it’s refreshing to see that Juneteenth is now a federal holiday!  For my people, Juneteenth represents a day of unapologetic Black joy, as well as a celebration of Black resistance, Black excellence and, most significantly, Black liberation.  

As happy as I am about this growing momentum, the realist in me still questions how liberated we truly are in this country. With Juneteenth just around the corner, my hope is that we continue to call out and combat the anti-Blackness that is still alive and well in our schools. 

I have to wonder—are we allowed to talk about our new federal holiday at school? About Black liberation? Because Republican lawmakers have gone to extreme measures to ensure that critical race theory and any curricular resources or conversations associated with it do not see the light of day. Although critical race theory itself has never been a part of the K-12 curriculum, many politicians have erroneously connected the theory to any books, lessons, curricular frameworks or academic databases that speak the truth about institutional racism or white supremacy, or acknowledge the disenfranchisement of Black students in schools

What I find ironic is that these folks have gone so far as to describe critical race theory as a form of racist indoctrination. In all honesty, the American education system, in and of itself, is the greatest example of cultural indoctrination because it was never created with the intention of allowing Black students to thrive and develop pride in their cultural identity. 

Some bureaucrats and policymakers have gone on record to say America is not a racist nation. Well, if racism in America doesn’t exist,  then how come Connecticut, Oregon, New Jersey, Washington, California, and a growing number of states are advocating for ethnic studies programs to be incorporated into their schools? How do we explain the racist school policies that continue to disenfranchise Black students? Why are Black students still overrepresented in special education programs? These are just a few of the questions that critical race theory can help us answer. 

Policing the Black Vernacular

Anti-blackness is also present in how teachers police the language that Black students use in school. Dr. April Baker-Bell and Dr. Jamila Lyiscott talk extensively about the prevalence of anti-Black linguistic racism in their books, “Linguistic Justice” and “Black Appetite, White Food,” respectively. For many of us who completed our training in traditional teacher preparation programs, we need to reevaluate our mental conditioning as it relates to what is deemed as “appropriate” language for students to use in the classroom. 

So often, the operative word “appropriate” is a code word used to discriminate against Black students and isolate them from their culturally linguistic identities. Why are we conditioned to think that standard American English is the only appropriate way to speak while on school grounds? Why do we check our other languages at the door before we step into the school building? As a student, these actions were so normalized around me that I never bothered to question them. Now that I’m an educator, I realize that I was sacrificing a part of myself to be in compliance with this racist thinking.

Black vernacular should not be viewed as a deficit but rather an asset for learning. As teachers, we must affirm the linguistic versatility and brilliance of our Black students in the classroom and use their linguistic skills as a vehicle to drive our instruction and enrich their educational experience. Furthermore, affirming their linguistic versatility and brilliance is a form of scaffolding that needs to be normalized in our instruction. By denying and failing to take full advantage of their special skills, we are simply playing the role of the classroom colonialist and, therefore, we are complicit in the perpetuation of white supremacy culture.  

In the end, I’m a firm believer that joy is a form of resistance in our struggle for Black liberation. In no way am I discouraging anyone from celebrating and commemorating this important day in American history. As Black people, celebration is necessary for our survival so, by all means, I implore you to throw those cookouts, blast that Black music, be in community with your loved ones, throw those Black power fists up in the air! All I ask is that we continue to maintain this energy when the celebrations are over and keep our eyes on the prize—liberation.

Liberation is still the endgame and the prevalence of anti-Blackness within our education system should remind us of how far we are from that goal. True liberation cannot be achieved for our Black students if their minds are clouded with whiteness.

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