Groundbreaking Black Education scholarship helpful to understanding and operationalizing Black children’s possibility.

  • Toliver, S. (2019). Breaking Binaries: #BlackGirlMagic and the Black Ratchet Imagination. Journal of Language & Literacy Education, 15(1).

    Toliver, S. R. (2023). “Weird Is Normal”: A Womanist Discourse Analysis of Black Girl Nerds’ Community Building. Equity & Excellence in Education, 56(1-2), 206–220. https://doi.org/10.1080/10665684.2021.2007177

    Leyva, L. A., McNeill, R. T., Balmer, B. R., Marshall, B. L., King, V. E., & Alley, Z. D. (2022). Black queer students’ counter-stories of invisibility in undergraduate STEM as a white, cisheteropatriarchal space. American Educational Research Journal, 59(5), 863-904. https://doi.org/10.3102/00028312221096455

  • Baszile, D. T. (2019). Rewriting/recurricularlizing as a matter of life and death: The coloniality of academic writing and the challenge of black mattering therein. Curriculum Inquiry, 49(1), 7–24. https://doi.org/10.1080/03626784.2018.1546100

    Edwards, E., McArthur, S. A., & Russell-Owens, L. (2016). Relationships, Being-ness, and Voice: Exploring Multiple Dimensions of Humanizing Work with Black Girls. Equity & Excellence in Education, 49(4), 428–439. https://doi.org/10.1080/10665684.2016.1227224

    Ginwright, S. A. (2007). Black Youth Activism and the Role of Critical Social Capital in Black Community Organizations. The American Behavioral Scientist (Beverly Hills), 51(3), 403–418. https://doi.org/10.1177/0002764207306068

    Morton, T. R., Gee, D. S., & Woodson, A. N. (2019). Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM. The Journal of Negro Education, 88(3), 327–342. https://doi.org/10.7709/jnegroeducation.88.3.0327

    Woodson, A. N., & Love, B. L. (2019). Outstanding: Centering Black Kids’ Enoughness in Civic Education Research. Multicultural Perspectives (Mahwah, N.J.), 21(2), 91–96. https://doi.org/10.1080/15210960.2019.1606631

    Boutte, G., & Bryan, N. (2019). When will Black children be well? Interrupting anti-Black violence in early childhood classrooms and schools. Contemporary Issues in Early Childhood, 1463949119890598.

  • Caldera A. L. (2020). Eradicating anti-black racism in US schools: A call-to-action for school leaders. Diversity, Social Justice, and the Educational Leader, 4(1), 3.

    Jenkins, D. A. (2021). Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education. Journal of School Leadership, 31(1–2), 107–126. https://doi.org/10.1177/1052684621992768

    Wun C. (2016). Against captivity: Black girls and school discipline policies in the afterlife of slavery. Educational Policy, 30(1), 171–196

  • Callier, D. M. (2018). Still, nobody mean more: Engaging black feminist pedagogies on questions of the citizen and human in anti-Blackqueer times. Curriculum Inquiry, 48(1), 16–34. https://doi.org/10.1080/03626784.2017.1409594

    Curry, T. J. (2015). Back to the Woodshop: Black Education, Imperial Pedagogy, and Post-Racial Mythology under the Reign of Obama. Teachers College Record (1970), 117(14), 27–52. https://doi.org/10.1177/016146811511701401

    Johnson, J. T. (2012). Place-based learning and knowing: Critical pedagogies grounded in Indigeneity. GeoJournal, 77(6), 829-836.

    Lee, C. H., & Soep, E. (2016). None but ourselves can free our minds: Critical computational literacy as a pedagogy of resistance. Equity & Excellence in Education, 49(4), 480-492.

  • Jenkins D. A. (2018). From segregation to congregation: A case study of community engage urban school reform [Doctoral dissertation, UCLA].

    Lipman P. (2018). Segregation, the ‘black spatial imagination,’ and radical social transformation. Democracy and Education, 26(2), 9.

    Watkins J. (2015). Spatial imaginaries research in geography: Synergies, tensions, and new directions. Geography Compass, 9(9), 508–522.