“We just do us”: How Black teachers co-construct Black teacher fugitive space in the face of antiblackness,
Authored by Dr. Jessica Lee Stovall and Dr. Micia Mosely
This article presents findings from an empirical study that sought to understand how Black teachers collectively built a Black affinity space in response to the antiblackness they faced in their school sites. Analyses of interview and participant observation data point to the importance of Black teachers creating spaces reminiscent of a homeplace, where they can speak and act with their full selves through play, humor, and various expressions of Blackness. The article argues that the concept of affinity spaces is insufficient to describe what the teachers in the study collectively built. Instead, we draw on notions of fugitivity from Black Studies to theorize this space as a pro-Black fugitive space. We argue that these Black teacher fugitive spaces are rehumanizing and sustaining for Black teachers, offering implications for Black teacher support and retention.
“We will not be afraid to share who we are”: Black Teachers’ Experiences with Antiblackness during a Global Pandemic authored by Dr. Jessica Lee Stovall
This study shares the stories of Black Bay Area teachers during the 2021–2022 school year–the year of the return to in-person teaching. Drawing primarily on the analysis of semi-structured interviews with 30 teachers from across the Bay Area, Dr. Stovall uses Critical Race Theory and BlackCrit to examine Black teachers’ experiences with antiblackness during the global pandemic. Analysis of the data suggests that the COVID-19 pandemic exacerbated issues of equitable access for their students and their job salary sustainability. However, teachers named their continued experiences with antiblackness and their disproportionate workloads compared to their non-Black colleagues that they were experiencing before the pandemic as their most pressing concerns regarding teacher retention.