We Will Not Walk Through Rotten Orchards: Abolition and (Re)nourishing the Soil of Black Communities Through Insulated Praxis in Education

References

• Anderson, J. D. (1988). The education of blacks in the south, 1860-1935. University of North Carolina Press.
   Google Scholar
• Araiza, L. (2009). “In common struggle against a common oppression”: The united farm workers and the black panther party, 1968–1973. The Journal of African American History, 94(2), 200–223. https://doi.org/10.1086/JAAHv94n2p200
   Google Scholar
• Benjamin, R. (2019). Race after technology: Abolitionist tools for the new jim code. Polity.
   Google Scholar
• Benson, T. A., Salas, S., Dolet, T., & Jones, B. (2021). “Nobody’s mule”: Black womanist caring-agency, urban charters, and the choice to (not) teach. Equity & Excellence in Education, 54(3), 317–327.
   Web of Science ®Google Scholar
• Bledsoe, A., & Wright, W. J. (2019). The anti-blackness of global capital. Environment and Planning D: Society and Space, 37(1), 8–26. https://doi.org/10.1177/0263775818805102
   Web of Science ®Google Scholar
• Butler, O. (2004). Kindred. Beacon Press.
   Google Scholar
• Butler, O. E. (1993). Parable of the sower. New York :Four Walls Eight Windows.
   Google Scholar
• Camangian, P. R. (2015). Teach like lives depend on it: Agitate, arouse, and inspire. Urban Education, 50(4), 424–453. https://doi.org/10.1177/0042085913514591
   Web of Science ®Google Scholar
• Chappelle, D. 2020, November7. Monologue (season 46, episode 6) [sketch comedy series episode]. In Eds. D. R. King. “Dave chappelle; foo Fighters.”Saturday night live. NBC. https://www.nbc.com/saturday-night-live/video/november-7-dave-chappelle/4259628(Dir.)
   Google Scholar
• Crenshaw, K. (1991). Race, gender, and sexual harassment. Southern California Law Review, 65, 1467–1476. https://scholarship.law.columbia.edu/faculty_scholarship/2867
   Web of Science ®Google Scholar
• Cruz, C. (2001). Toward an epistemology of a brown body. International Journal of Qualitative Studies in Education, 14(5), 657–669. https://doi.org/10.1080/09518390110059874
   Google Scholar
• Davis, A. Y. (1990). Let us all rise together: Radical perspectives on empowerment for Afro- American women. In Women, culture & politics (pp. 3–15). Vintage Books.
   Google Scholar
• Davis, A. Y., Dent, G., Meiners, E. R., & Richie, B. E. (2022). Abolition. In Feminism. Now (Vol. 2). Haymarket Books.
   Google Scholar
• Dillard, C. (2021). The spirit of our work: Black women teachers (re)member. Beacon Press.
   Google Scholar
• Dillard, C. B. (2000). The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership. International Journal of Qualitative Studies in Education, 13(6), 661–681. https://doi.org/10.1080/09518390050211565
   Google Scholar
• Dumas, M. (2014). Losing an arm’: schooling as a site of black suffering. Race Ethnicity and Education, 17(1), 1–29. https://doi.org/10.1080/13613324.2013.850412
   Web of Science ®Google Scholar
• Dumas, M. J., & Ross, K. M. (2016). “Be real black for me”: Imagining BlackCrit in education. Urban Education, 51(4), 415–442. https://doi.org/10.1177/0042085916628611
   Web of Science ®Google Scholar
• Fanon, F. (2008). Black skin, white masks. Grove Press.
   Google Scholar
• Farinde Wu, A., Butler, B. R., & Allen-Handy, A. (2020). Conceptualizing a black female teacher pipeline: From recruitment to retention to retirement. Theory into Practice, 59(4), 337–347. https://doi.org/10.1080/00405841.2020.1773160
   Web of Science ®Google Scholar
• Ford, J. C., & Bobb, K. (2012). Defending self worth: A hidden talent of children of the African diaspora. In K. Freeman & E. Johnson (Eds.), Education in the black diaspora (pp. 13–24). Routledge.
   Google Scholar
• Fortes-Lima, C., Gessain, A., Ruiz-Linares, A., Bortolini, M. C., Migot-Nabias, F., Bellis, G., Moreno-Mayar, J. V., Restrepo, B. N., Rojas, W., Avendaño-Tamayo, E., Bedoya, G., Orlando, L., Salas, A., Helgason, A., Gilbert, M. T. P., Sikora, M., Schroeder, H., & Dugoujon, J.-M. (2017). Genome-wide ancestry and demographic history of African-descendant maroon communities from french guiana and Suriname. The American Journal of Human Genetics, 101(5), 725–736. https://doi.org/10.1016/j.ajhg.2017.09.021
   PubMed Web of Science ®Google Scholar
• Freire, P. (1970/2007). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum.
   Google Scholar
• Givens, J. R. (2021). Fugitive pedagogy: Carter G. Woodson and the art of black teaching. Harvard University Press.
   Google Scholar
• Gross, T. (2022, February 3). From slavery to socialism, new legislation restricts what teachers can discuss. CPR News. NPR. https://www.npr.org/2022/02/03/1077878538/legislation-restricts-what-teachers-can-discuss.
   Google Scholar
• Gumbs, A. P., & Eisen-Martin, T. (2021, August 14). Black to the Future: Reimagining Schools without the Master’s Tools. [ Webinar]. https://www.youtube.com/watch?v=3iGNu-Bv2bQ&feature=youtu.be&ab_channel=MakingUsMatter
   Google Scholar
• Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.
   Google Scholar
• Hooks, B. (1994). Theory as liberatory practice. In teaching to transgress: Education as the practice of freedom. Routledge.
   Google Scholar
• Howell, D., Norris, A., & Williams, K. L. (2019). Towards black gaze theory: How black female teachers make black students visible. Urban Education Research and Policy Annuals, 6(1). https://journals.charlotte.edu/urbaned/article/view/915/761
   Google Scholar
• Huggins, E., & LeBlanc-Ernest, A. D. (2009). 7 Revolutionary Women, Revolutionary Education. In Want to Start a Revolution? (pp. 161–184). New York University Press.
   Google Scholar
• Isoke, Z. (2013). Urban Black women and the politics of resistance. Palgrave Macmillan.
   Google Scholar
• Lane, M. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity & Excellence in Education, 50(1), 13–24. https://doi.org/10.1080/10665684.2016.1259025
   Web of Science ®Google Scholar
• Levins Morales, A. (2001). Certified organic intellectual. In L. del Alba Acevedo, N. Alarcon, C. Alvarez, R. Behar, R. Benmayor, N. E. Cantú, G. H. Cuadraz, D. C. de Filippis, L. Fiol-Matta, Y. G. Flores-Ortiz, I. Hernández-Ávila, & P. Zavella (Eds.), Telling to live: Latina feminist testimonios (pp. 27–32). Duke University Press.
   Google Scholar
• Lockley, T. J. (Ed.). (2021). Maroon communities in South Carolina: A documentary record. University of South Carolina Press.
   Google Scholar
• López, A. R. (2019). “We know what the pigs don’t like”: The formation and solidarity of the original rainbow coalition. Journal of African American Studies, 23(4), 476–518. https://doi.org/10.1007/s12111-019-09442-w
   Google Scholar
• Lorde, A. (1984). Sister outsider: Essays and speeches. Crossing Press.
   Google Scholar
• Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
   Google Scholar
• Matsoukas, M. (2019). Queen & slim (Film). Universal Pictures; Entertainment One; 3Blackdot; Makeready; De La Revolución Films; Hillman Grad Productions. Bron Creative.
   Google Scholar
• Maylor, U. (2009). ‘They do not relate to Black people like us’: Black teachers as role models for Black pupils. Journal of Education Policy, 24(1), 1–21. https://doi.org/10.1080/02680930802382946
   Web of Science ®Google Scholar
• MC Lyte. (1988). Lyte as a Rock [Song]. On Lyte as a rock [Album]. First Priority; Atlantic Records.
   Google Scholar
• Obaizamomwan-Hamilton, E., & Jenkins, G. (2023) We See You: A Co-Constructed Autoethnography of Black Women Educators Subverting Carcerality in Community with Black Students. Unpublished manuscript.
   Google Scholar
• Obaizamomwan-Hamilton, E., Norris, A., Cohen, A., Elsinbawi, M., Noureddine, I., & Paley, M. (2023) Femmenoir Pedagogies: Rescripting the Reproduction of Black Women’s Marginalization in Education. Unpublished manuscript.
   Google Scholar
• Patel, L. (2016). Pedagogies of resistance and survivance: Learning as marronage. Equity & Excellence in Education, 49(4), 397–401. https://doi.org/10.1080/10665684.2016.1227585
   Web of Science ®Google Scholar
• Peretz, D. (2019). Intifada: The Palestinian uprising. Routledge.
   Google Scholar
• Perlstein, D. (2002). Minds stayed on freedom: Politics and pedagogy in the African-American freedom struggle. American Educational Research Journal, 39(2), 249–277. https://doi.org/10.3102/00028312039002249
   Web of Science ®Google Scholar
• Robinson, R. P. (2020). Until the revolution: Analyzing the politics, pedagogy, and curriculum of the Oakland Community School. Espacio, Tiempo y Educación, 7(1), 181–203.
   Web of Science ®Google Scholar
• Said, E. (1989). Intifada and independence. Social Text 22, 23–39. (Spring, 1989). https://doi.org/10.2307/466518
   Google Scholar
• Samuels, S. S., Wilkerson, A., & Dacres, S. S. (2021). Why they struggle to stay: Black women educators reflect on the state of teachers. The Clearing House: A Journal of Educational Strategies, Issues & Ideas, 94(3), 137–150. https://doi.org/10.1080/00098655.2021.1907145
   Google Scholar
• Shange, S. (2019). Progressive dystopia: Abolition, antiblackness, and schooling in San Francisco. Duke University Press.
   Google Scholar
• Sharpe, C. (2016). In the wake: On blackness and being. Duke University Press.
   Google Scholar
• Solorzano, D. G., & Bernal, D. D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. https://doi.org/10.1177/0042085901363002
   Web of Science ®Google Scholar
• Stovall, D. (2018). Are we ready for ‘school’ abolition?: Thoughts and practices of radical imaginary in education. Taboo: The Journal of Culture and Education, 17(1), 6. https://doi.org/10.31390/taboo.17.1.06
   Google Scholar
• Theoharis, J. (2015). The Rebellious Life of Mrs. Rosa Parks. Beacon Press.
   Google Scholar
• Tuck, E., & Yang, K. W. (2013). Youth resistance research and theories of change. Routledge.
   Google Scholar
• Tuck, E., & Yang, K. W. (2014). R-words: Refusing research. Humanizing research: Decolonizing qualitative inquiry with youth and communities. 223, 248. https://doi.org/10.4135/9781544329611.n12
   Google Scholar
• Warren, C. A. (2021a). About centering possibility in black education. Teachers College Press.
   Google Scholar
• Warren, C. A. (2021b). From morning to mourning: A meditation on possibility in Blackeducation. Equity & Excellence in Education, 54(1), 92–102. https://doi.org/10.1080/10665684.2020.1863879
   Web of Science ®Google Scholar
• Warren, C. A., & Coles, J. A. (2020). Trading spaces: Antiblackness and reflections on black education futures. Equity & Excellence in Education, 53(3), 382–398. https://doi.org/10.1080/10665684.2020.1764882
   Web of Science ®Google Scholar
• Wilderson, F. B., III. (2016). Afro-pessimism and the end of redemption. Humanities Futures. https://humanitiesfutures.org/papers/afro-pessimism-end-redemption/
   Google Scholar
• Wilderson, F. B. (2018). We’re trying to destroy the world”: Anti-blackness and police violence after Ferguson. In M. Gržinić & A. Stojnić (Eds.), Shifting corporealities in contemporary performance (pp. 45–59). Palgrave Macmillan.
   Google Scholar
• Williams, H. M. A. (2019). A neocolonial warp of outmoded hierarchies, curricula and disciplinary technologies in trinidad’s educational system. Critical Studies in Education, 60(1), 93–112. https://doi.org/10.1080/17508487.2016.1237982
   Web of Science ®Google Scholar
• Wortham, J., & Morris, J. ( Hosts). (2022, December 6). America has a problem (no. 153) [audio podcast]. In still processing. The New York Times. https://www.nytimes.com/2022/12/06/podcasts/still-processing-kanye-west-undoing.html
   Google Scholar
• Wynter-Hoyte, K., Bryan, N., Singleton, K., Grant, T., Goff, T., Green, D., & Rowe, I. (2020). A seat at the kitchen table: The lived experiences of black female preservice teachers in an urban education cohort. Equity & Excellence in Education, 53(3), 342–364. https://doi.org/10.1080/10665684.2020.1767001
   Web of Science ®Google Scholar