Abstract
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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This review essay addresses issues raised in Monica L. Miles and ReAnna S. Roby’s paper entitled: Black liberatory science education: Positioning Black youth as science learners through recognizing brilliance (https://doi.org/10.1007/s11422-022-10109-4).
This manuscript is part of the special issue “Science education and the African Diaspora in the United States”, guest edited by Mary M. Atwater and Jomo W. Mutegi.
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Adams, J.D. Manifesting Black Joy in science learning. Cult Stud of Sci Educ 17, 199–209 (2022). https://doi.org/10.1007/s11422-022-10114-7
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DOI: https://doi.org/10.1007/s11422-022-10114-7