Given historical patterns of unequal access to arts education, we used an ecosystem perspective to investigate Black Centered Arts and Eurocentric Arts in a mid-sized U.S. city, with a focus on youth programs, museums, and other youth arts organizations. We found that practitioner-leaders valued arts quality, equitable access, community…

The Freedom School Movement originated at the nexus of the struggles for liberation and full citizenship. Beginning with the articulation of education as a means to freedom during the era of enslavement, the ideology behind Freedom Schools was an integral aspect of the long Black freedom struggle in the United States. Freedom Schools have…

In this article, we unpack our interracial research relationship over the course of 2 years and how the Afrocentric pedagogy of eldering evolved as we grew our relationship into one of mutual mentorship, from professor and student to co-researchers, co-teachers, and friends. This shifting of roles contributed to our sense of communal…

This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against…

This article focuses on a teaching-research relationship between a teacher and a university professor who are a married couple. The article highlights how we navigated our relationship during a project with second graders with the hope of opening Third Space for students to engage in collective storytelling in an environment that interrupts…

This article provides an overview of current issues confronting educational leaders dedicated to the fundamentals, curriculum, pedagogy, and practices of African-centered education (ACE) and its evolving nature in the 21st century. By considering and situating African-centered leadership in the discussion of educational leadership generally, and…

Describes a five-year ethnographic study of an African-centered charter school to determine the pedagogical theory undergirding the school's development and maintenance. The analysis reveals an absence of coherence in the community of teachers about the ethos of the school. (SLD)

Examines aspects of an African-centered pedagogy that should let children understand their identities as people of African heritage. Data are from an ethnographic study of "liberatory" pedagogy that was used by four black women teachers. Three vignettes illustrate liberatory practice as it explicitly addresses issues that are often…