Critical love praxis as pro-Black pedagogy: a literature synthesis of empirical research in K-12 education

• Published in: Journal for multicultural education 2024-07, Vol.18 (3), p.259-274
• Main Authors: Starks, Francheska D., Terry, Mary McMillan
• Format: Article
• Language: English
• Subjects: African American Students; Black people; Black students; Classrooms; Collectivism; Critical theory; Dehumanization; Diaspora; Education; Literacy; Love; Multiculturalism & pluralism; Neoliberalism; Oppression; Pedagogy; Professional training; Qualitative research; Race; Racial discrimination; Racial violence; Racism; Reflexivity; Resistance; Social activism; Social change; Social justice; Society; Teacher education; Teachers; Teaching; Teaching Methods; Theory; Urban Schools
• ISSN: 2053-535X; 2053-535X; 2053-5368
• DOI: 10.1108/JME-11-2022-0156

Purpose This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance. Design/methodology/approach The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory? Findings Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches. Originality/value This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.