2026/07/28 by Denisha Jones, Sarah A. Mathews
Social Sciences · #Critical Race Theory in Education #Educator Training and Historical Pedagogy #Indigenous and Place-Based Education
paper · doi:10.1080/10665684.2026.2701687
openalex publication_date 2026/07/28 · openalex created_date 2026/07/29 · openalex updated_date 2026/07/30
The fight for racial justice in education has been an ongoing project intertwined with Black liberation in the United States. The commitment and actions of Black educators to circumvent an anti-Black curriculum while being heavily monitored and policed demonstrates the need for fugitive educational practices. The authors argue that the Black Lives Matter at School Curriculum (BLMAS), especially its 13 guiding principles (13GPs), facilitates a contemporary Black fugitive pedagogy and curriculum of insurgency to challenge the impact of deculturalization and dysconscious racism imposed on Black people throughout US history. The study uses a narrative inquiry approach, pulling from individual interviews and teachers’ lesson plans and materials, to explore seven teachers’ experiences implementing the BLMAS curriculum through multiple Weeks of Action. By cultivating vignettes of teacher insurgency, the researchers were able to explore how these teachers helped students to, first, disrupt the master narrative that allows students to unlearn what they know in order to relearn Black History, and, second, foster student agency to make the curriculum relatable. Through this approach, these teachers are using the 13GP as a contemporary movement for Black liberation.