In Canada, the Black population is the third-largest racially visible group, yet students of African descent continue to face inequities in Canadian school systems. Students of African descent can benefit from learning from an Africentric perspective that cultivates their well-being and achievement while centring their lived experience as a person…

Through the conception of Black desire, a Black-specific rendering of Eve Tuck's researching for desire, I argue that educational research lacking critiques of antiblackness can cultivate damage-centered narratives that misguidedly identify brokenness in Black youth, rather than brokenness in society. Drawing from a yearlong critical race…

Background/Context: Historical narratives and contemporary research continue to produce scholarship on teacher-coaches through a White racial frame that both reifies a Western European origin story and centers the experiences of White males. However, the American history of teacher-coaches is not the Black history of teacher-coaches. The Black…

This article shares how three African-centered Black men partnered with a school system to develop and implement an Africentric rites of passage program for seventh- and eighth-grade Black male students. The proposed school-based intervention aimed to socialize, educate, and cultivate Black boys in preparation for manhood. Theoretically, the…

Introduction: Learner indiscipline has emerged as a global cause for concern for educators and parents in the 21st century. This study sought to develop a framework for the successful implementation of positive discipline. The study sought to provide answers revolving around the contributing factors towards learner indiscipline, the effects of…

Antiblackness, and the dominant stories it produces about Black humanity, creates distorted images of Black humanness that are used to justify violence against Black youth in schools and society. However, Black youth have different stories to tell about their being in the world that stems directly from their lived experiences and are inherently…

African American males' mathematics identity has often been researched in relation to their White peers, from a Eurocentrically prescribed researcher presentation of achievement and in retrospect to the time frame being studied. Thus, their experience has often been framed negatively and from a resiliency stance. This qualitative study adds to the…

The purpose of this study was to explore the Jamaican Rastafarian Development Community (JRDC) School in rural Ethiopia. The author explored the school's integration of Rastafarian culture and spirituality on pedagogical practices. Analysis of the perceptions of the school by members of the surrounding community and other stakeholders at the…

Predominantly Black schools may struggle with ways to keep their students engaged. When Black students are not engaged in class, it could lead to low academic performance, which may reflect the lack of culturally relevant content in the curriculum. Student engagement is increasingly viewed as one of the keys to addressing problems such as low…

Through an ethnographic case study within one struggling Afrocentric public charter school in the Mid-Atlantic from 2009 to 2011, I show how broader neoliberal reforms and an incomplete attempt at Afrocentric education combined to redefine Blackness as poverty, danger, and failure through the co-optation of school-based practices. Using a Critical…

Society's ability to collectively address global challenges will require efforts to include diverse voices, perspectives, and epistemologies. Building on critical design, which positions these challenges as requiring changes in our values and beliefs, we examine the nature and potential of a critical constructionist design framework within an…

This article is based on the assumption that indigenous communities have a capacity to generate knowledge, and this capacity is largely underutilized or peripheralized in mainstream research. In this empirical qualitative study, the author makes a case for employing local non-Western analytic tools, in addition to Western analytic tools, to…

Background/Context: Though Black Americans have long suffered under racial tyranny, they have made valiant efforts to subvert policies and practices that encroach on their humanity. Nevertheless, systemic racism has been virtually unyielding--creating both racial hierarchies and disparities in access to resources and wellness. Programs designed to…

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative…

Who teaches Black students that all of who they are matters? The Kamili Approach, an African-centered and holistic educational framework, emerged from a year-long study with urban youth of African descent. Particular focus is paid to the ancestral self and what occurs for a group of students when educators explicitly include Africans as subject in…