Black Educational Activism for Community Empowerment: International Leadership Perspectives

Authors

  • Camille Wilson University of Michigan
  • Lauri Johnson Boston College

DOI:

https://doi.org/10.18251/ijme.v17i1.963

Keywords:

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

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.

Author Biographies

Camille Wilson, University of Michigan

Department of Educational Studies

Associate Professor

 

 

Lauri Johnson, Boston College

Associate Professor

Department of Educational Leadership and Higher Education

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Published

2015-01-25

How to Cite

Wilson, C., & Johnson, L. (2015). Black Educational Activism for Community Empowerment: International Leadership Perspectives. International Journal of Multicultural Education, 17(1), 102–120. https://doi.org/10.18251/ijme.v17i1.963