Educators as Co-Conspirators in Decolonizing Education for Black Students

Dr. Donna Y. FordMany educators come to the profession because they have a passion and commitment to help students succeed. However, the complexities of education often get in the way of successfully advocating for Black students in a way that is impactful and transformative. For example, some states have banned books due to race and gender, which can put educators at odds with non-discriminatory policies. Based on their degree of culturally responsive and anti-racist commitment and preparation, they may disagree and see this as a hindrance to student learning.

Moreover, personal biases and beliefs about certain student populations can impede an educator from effectively teaching their students. To become a co-conspirator in education, educators must understand the presenting issues, policies, and socio-political dynamics that serve as barriers to helping students achieve holistic success, especially for Black students. Moreover, educators need a set of strategies to assist them to not only help students but to advocate for them at a transformational level.

We agree with the ally, accomplice, and conspirator framework but think it can go further. In our framework:

Figure A(a)  Allies are culturally responsive in words more than actions and behaviors.

(b) Accomplices are anti-racist in philosophy and actions, but risk-taking is minimal and reactive.

(c) Co-conspirators are both; they are culturally responsive and anti-racist. They take on the status quo and are willing to take professional risks and reject white privileges. These professionals are proactive.

Following, we attend to education with the understanding that discipline can serve as a bridge to whether Black students are referred for special education or gifted and talented education.