Creating pedagogical possibilities through media representations of “the talk” in civics classrooms

Abstract

Millions of people learn lessons about citizenship and belonging from the media they consume each day. In this study, we examined the knowledges about citizenship that are conveyed through media representations of “the talk,”—the conversations Black families have with their children about navigating interactions with police in an antiBlack society. Our findings revealed that “the talk,” as an informal curriculum, can educate people on why antiBlack police violence occurs and can provide guidance to Black people on how to survive police interactions. Additionally, we found that the Black families in this study use “the talk” to name and challenge dominant narratives about policing and police officers. Although many civics curricula and state standards continue to remain race-evasive, antiBlack, and riddled with white supremacy, we contend that incorporating media representations of “the talk” into civics instruction can create pedagogical possibilities for educators to teach about the racialized realities of citizenship experienced by Black people in the United States.