期刊
CULTURAL STUDIES OF SCIENCE EDUCATION
卷 17, 期 1, 页码 199-209出版社
SPRINGER
DOI: 10.1007/s11422-022-10114-7
关键词
Black joy; Creativity; Social justice; Black learners
This article introduces a research-to-practice framework centered around BlackJoy, aiming to design equitable and authentic learning environments that promote Black liberation and flourishing, while challenging deficit narratives and corresponding oppressions.
Building on Miles and Roby's notion of a Black liberatory education where freedom includes experiencing Black joy, this forum article further articulates BlackJoy as a framework for designing research-to-practice spaces that centre Black liberation and flourishing for authentically equitable learning engagements and to counter ongoing deficit narratives and corresponding oppressions that Black and other racialized/minoritized learners experience in schools and other learning environments. The BlackJoy heuristic has four key tenets: Black Excellence, Black Inventiveness, Black Kinship and Black Aesthetics. Data and vignettes from prior research projects will be described of examples of BlackJoy in education and used as a point of departure discussions about the design of research and learning environments that cultivate BlackJoy and expanded ways to think about evidences of learning.
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