Understanding African Americans Homeschooling Movement in the United States through Social Justice and Equity, Postcolonialism and Critical Theory
DOI:
https://doi.org/10.54097/jeer.v1i1.2477Keywords:
African American homeschooling, Social justice and equity, Postcolonialism, Critical TheoryAbstract
A growing number of African Americans are homeschooling their children, which has drawn the attention of an increasing number of researchers and academics. Based on social justice and equity, Postcolonialism, and Critical Theory, this study examines the social connotations and implications of African American families' homeschooling movement. Previously, homeschooling was criticized as a tactic of neoliberal privatization that perpetuates social inequity. However, this study indicates that the homeschooling movement has a distinct significance for African American families. It combines Postcolonialism and Freirean Critical Theory to offer a more comprehensive analysis of the African American homeschooling movement in light of previous research on racial educational inequality. While the homeschooling movement as a whole can potentially lead to social injustice and inequity, the African American homeschooling movement thrusts them into dialogues about educational reform and the struggle of African American families for cultural identity and racial equity.
Downloads
References
Al-Qahtani, S. (2021). The Photographie Gaze: Cultural Displacement and Identity Crisis. The Midwest Quarterly, 62(3), 274-209.
Apple, M. W. (2013). Gender, religion, and the work of homeschooling. In Gender, Religion and Education in a Chaotic Postmodern World. 21-39. Springer, Dordrecht.
Bhambra, G. K. (2011). “Historical Sociology, Modernity, and Postcolonial Critique,” The American Historical Review, 116(3), 653–662.
Carr, P. R. (2016). “Whitness and White-Privilage-Problematizing Race and Racism in a ‘Color-blinded’ World, and in Education,” International Journal of Critical Pedagogy, 7(1), 51–74.
Darder, A., & Orelus, P. (2012). “Resisting Linguistics, Class, and Racial Discrimination Against Minority Students and Professors in a Neocolonial U.S. School System and Society,” Counterpoints, 430, 113–137.
Dei, G. (2009). “Speaking race: Silence, Salience, and the Politics of Anti-racist Scholarship,” In Wallis M. and Fleras A. (Eds.), The Politics of Race in Canada, 230-239, Toronto: Oxford University Press.
Dizayi, S. A. (2019). “Locating Identity Crisis in Postcolonial Theory: Fanon And Said,” Journal of Advanced Research in Social Sciences, 2(1), 79–86.
Fields-Smith, C. & Wells-Kisura, M. (2013). “Resisting the status quo: The narratives of Black homeschoolers in Metro-Atlanta and Metro-DC,” Peabody Journal of Education: Issues of Leadership, Policy, and Organization, 88(3), 265–281. doi:10.1080/0161956X.2013.796823
Fraser, N. (2005). “Reframing justice in a globalizing world,” New Left Review, 36, 69-88.
Freire, P. (2009). “Chapter 2 from ‘Pedagogy of the Oppressed’,” Race/Ethnicity: Multidisicplinary Global Contexts, 2, 163-174.
Gewirtz, S., & Gribb, A. (2003). Recent readings of social reproduction: Four fundamental problematics. International Studies in Sociology of Education, 13(3), 243-260.
Govender, N. (2020). Alienation, reification and the banking model of education: Paulo Freire's critical theory of education. Acta Academica, 52(2), 204-222.
Hall, S. (2011). “Introduction: Who Needs ‘Identity’?.” In: Hall S. and Gay P. D. (Eds), 2011, Questions of Cultural Identity, 1-17, London: SAGE. Available at:
Hanley, M.S. (2011). “You better recognize! : The arts as social justice for African American students,” Equity and Excellence in Education, 44(3), 420–444. doi:10.1080/10665684.2011.589763.
Hesford, W. S. (2015). “Surviving Recognition and Racial Injustice,” Philosophy & Rhetoric, 48(4), 536-560.
Keddie, A. (2012). “Schooling and socialjustice through the lenses of Nancy Fraser,” Critical Studies in Education, 53(3), 263-279.
Kerner, I. (2018). “Postcolonial theories as global critical theories,” Constellations, 25(4), 614–628. doi:10.1111/1467-8675.12346.
Kumah-Abiwu, F. (2016). Beyond intellectual construct to policy ideas: The case of the Afrocentric paradigm. Africology: The Journal of Pan African Studies,9(2), 7-27.
Kunzman, R., & Gaither, M. (2020). “Homeschooling: An Updated Comprehensive Survey of the Research,” The Journal of Educational Alternatives, 9(1), 253–336.
Lubienski, C. (2003). “A critical view of home education,” Evaluation and Research in Education, 17(2–3), 167–178. doi:10.1080/09500790308668300.
Mazama, A., & Lundy, G. (2012). “African American Homeschooling as Racial Protectionism,” Journal of Black Studies, 43(7), 723–748.
Mazama, A., & Lundy, G. (2013). “African American homeschooling and the question of curricular cultural relevance,” Journal of Negro Education, 82(2), 123–138. doi:10.7709/jnegroeducation.82.2.0123.
Mazama, A., & Lundy, G. (2014). “African American homeschoolers: The force of faith and the reality of race in the homeschooling experience,” Religion and Education, 41(3), 256–272. doi:10.1080/15507394.2014.899869.
Mazama, A., & Lundy, G. (2015). “African American Homeschooling and the Quest for a Quality Education,” Education and Urban Society, 47(2), 160–181.
Mbembe, A. (2003). “Necropolitics,” Public Culture, 15, 11–40.
Nieto, S., & Bode, P. (2012). “Chapter 1: Understanding the Sociopolitical Context of Schooling,” In Affriming diversity: The sociopolitical context of multicultural education, 1-22, Boston: Pearson.
Omer, S., & Jabeen, S. (2016). “Exploring Karl Marx Conflict Theory in Education: Are Pakistani Private Schools Maintaining Status Quo?,” Bulletin of Education and Research, 38(2), 195–202.
Puga, L. (2019). “‘Homeschooling Is Our Protest:’ Educational Liberation for African American Homeschooling Families in Philadelphia, PA,” Peabody Journal of Education, 94(3), 281–296. doi:10.1080/0161956X.2019.1617579.
Quijano, A. (2007). “Coloniality as modernity/rationality,” Cultural Studies, 21, 168-178
Ray, B. (2015). “African American Homeschool Parents’ Motivations for Homeschooling and Their Black Children’s Academic Achievement,” Journal of School Choice, 9(1), 71–96. doi:10.1080/15582159.2015.998966.
Riegel, S. (2001). “The Home Schooling Movement and the Struggle for Democratic Education,” Studies in Political Economy, 65(1), 91–116.
Sanders, K. (2020). “A critique of Paulo Freire’s perspective on human nature to inform the construction of theoretical underpinnings for research,” Nursing Philosophy, 21(3), 1–11. doi:10.1111/nup.12300.
Santos, B. D. S. (2017). “Epistemologies of The South-Justice Against Epistomicide, Bonaventura De Sousa Santos (Boulder-Paradigm, 2014),” Aliberta Law Rreview, 54(4), 1063–1068.
Seth, S. (2013). “Postcolonial theory and the critique of International Relations,” In Seth S. (Eds), 2013, Postcolonial Theory and International Relations: A critical introduction, 15-32, New York:Routledge.
Sikuade, A. (2012). “Fifty years after Frantz Fanon: Beyond diversity,” Advances in Psychiatric Treatment, 18(1), 25–31.
Thomas, D. P. (2009). “Revisiting Pedagogy of the Oppressed: Paulo Freire and Contemporary African Studies,” Review of African Political Economy, 36(120), 253-269, doi: 10.1080/03056240903083268
Wright, B. L. (2009). “Racial-Ethnic Identity, Academic Achievement, and African American Males: A Review of Literature,” The Journal of Negro Education, 78(2), 123–134.
Downloads
Published
Issue
Section
How to Cite
