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.

中文翻译：

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作为亲黑人教育学的批判性爱情实践：K-12 教育实证研究的文献综述

目的

本研究旨在探讨如何在 K-12 课堂中运用批判性爱情理论来支持黑人儿童。作者使用 BlackCrit 和批判性爱的概念框架来描述教育工作者用作亲黑人抵抗教育的策略。

设计/方法论/途径

作者进行了主题分析，以确定 K-12 教育工作者如何使用批判性的爱实践作为解决 BlackCrit 理论框架所定义的反黑人、新自由主义多元文化主义和非历史主义的工具。作者对定性研究进行了文献综述，回答了本研究的研究问题：批判性爱情理论如何运作？研究人员将哪些教育实践视为批判性爱的物质表现？批判性的爱情实践如何以及在多大程度上解决黑人批判理论所定义的反黑人、新自由主义多元文化主义和社会转型的非历史方法？

发现

批判性的爱情理论表现为批判性的爱情实践。教育工作者通过在 K-12 教育中培养和支持黑人学生共同创造家园，利用批判性的爱实践来解决反黑人、新自由主义多元文化主义和非历史主义问题。家园是通过批判性的爱实践作为以课堂为中心、以人为中心和以政治为中心的方法来培养的。

原创性/价值

这项研究的发现通过描述 K-12 教育中批判性爱的物质形式，并确定批判性爱实践如何直接挑战反黑人行为，扩展了当前批判性爱的理论研究。作者发现了他们在教师教育和教师在职专业发展方面的工作的启示。