Black Home Education and the Politics of State Power: Navigating Policy Enforcement and Racialized Regulation
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| Title: | Black Home Education and the Politics of State Power: Navigating Policy Enforcement and Racialized Regulation |
|---|---|
| Language: | English |
| Authors: | Cee Carter, Erin Milne |
| Source: | Taboo: The Journal of Culture and Education. 2026 24(1):124-154. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | African American Education, Home Schooling, Educational Policy, Policy Analysis, State Policy, Feminism, Futures (of Society), Parents as Teachers, Mothers, State Regulation, Child Welfare, Racism |
| Geographic Terms: | New York |
| ISSN: | 1080-5400 2164-7399 |
| Abstract: | This inquiry examines Black home education amidst the racialized educational terrain, educational policy and regulation, and state-sanctioned violence. The central question for this conceptual and analytical article is: What are the productive effects of current New York home education policies and associated state laws as Black educators seek, begin, and maintain home study for their children? In response, this inquiry focuses on three home educators in New York State and engages black feminist critique with critical policy analysis to draw out the sociopolitical complexities of reimagining futures for black education. Overall, the article emphasizes the political significance and tensions of Black mothers educating in the home as a challenge to racialized educational subjugation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://taboo-journal.com/ |
| Accession Number: | EJ1496038 |
| Database: | ERIC |
| Abstract: | This inquiry examines Black home education amidst the racialized educational terrain, educational policy and regulation, and state-sanctioned violence. The central question for this conceptual and analytical article is: What are the productive effects of current New York home education policies and associated state laws as Black educators seek, begin, and maintain home study for their children? In response, this inquiry focuses on three home educators in New York State and engages black feminist critique with critical policy analysis to draw out the sociopolitical complexities of reimagining futures for black education. Overall, the article emphasizes the political significance and tensions of Black mothers educating in the home as a challenge to racialized educational subjugation. |
|---|---|
| ISSN: | 1080-5400 2164-7399 |
