Black Educational Activism for Community Empowerment: International Leadership Perspectives

Camille Wilson, Lauri Johnson

Abstract


This article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. A critical meta-analysis reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex community-based, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and, develop and enact distinct types of social capital to yield community versus individual uplift. The authors conclude that activists should be valued as leaders and strategically engaged in K-12 public school systems to combat racism and build effective school-community alliances.


Keywords


Black activism; border crossing; boundary spanning; institutional activism; social capital

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DOI: http://dx.doi.org/10.18251/ijme.v17i1.963

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