Ignited fire: learning from black youth activists to cultivate justice-driven educational leadership

Abstract

Drawing from an ethnographic case study of Black youth activists, authors highlight the educative value of youths’ perspectives, experiences, and organizing. Data reveal Black youths’ understandings of systemic educational inequity, and authors suggest how their knowledge and inquiry-based activism around issues like school closure and funding can boost adult educational leaders’ critical consciousness and improve their equity-based and anti-racist practice. Authors conceptualize the youths’ activism as both critical civic praxis and an important form of transformative leadership that challenges neoliberal educational forces. They pinpoint opportunities school and district leaders have to ally with youth activists and alleviate their labor and risks. Recommendations related to incorporating youth-informed inquiry and authentic partnership approaches to improve schools and counter Black youths’ systemic educational neglect are offered. (123 words)