Social Justice Commons^™

Examining Systemic And Dispositional Factors Impacting Historically Disenfranchised Schools Across North Carolina, Raketa Ouedraogo-Thomas

Dissertations

This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders’ dispositions in eliminating opportunity gaps, outlined in NC’s strategic plan. The study’s quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes.

The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018–2023 quantified and analyzed utterances of racism …

Afro-Latin Americans Living In Spain And Social Death: Moving From The Empirical To The Ontological, Ethan Johnson, Joy González-Güeto, Vanessa Cadena

Black Studies Faculty Publications and Presentations

This paper has three objectives. First, we establish that although Spain has attempted to distance itself from its role in the sub-saharan African slave trade and the significance blackness plays within its borders, there exists a significant population of people of African descent from Latin America living in Spain. Second, we show Black people are living what Sadiyah Hartmann refers to as the afterlife of slavery in Latin America. We claim it is worthwhile to take into account that Afro-Latin Americans are fleeing to the country that is largely responsible for them being in Latin America and the conditions of …

On The Ordinariness Of Murdering The Black Psyque And Flesh: Antiblackness In Educational Policy And Practice In Brazil, Colombia And Ecuador, Éllen Daiane Cintra, Mauri Balanta Jaramillo, Ethan Johnson

Black Studies Faculty Publications and Presentations

This paper seeks to understand how anti-blackness has manifested in Brazilian, Colombian and Ecuadorian education based on analyzes of the education of ethnic-racial relations in these three countries. We start from the recognition of dynamics of violence that position Black people as socially dead (PATTERSON, 1982) in the afterlife of slavery (HARTMAN, 2007). Next, we analyze aspects of education and legal apparatus regarding ethnic-racial relations within education. We conclude that the lens of antiblackness (SHARPE, 2016; WILDERSON, 2010; VARGAS, 2020) in education advances analysis of the antagonistic and paradigmatic relationship that positions Black people as a problem and uneducable (DUMAS, …