Raised on the Porch, Rooted in Resistance: Black Rural Education in Praxis
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| Title: | Raised on the Porch, Rooted in Resistance: Black Rural Education in Praxis |
|---|---|
| Language: | English |
| Authors: | Jamon H. Flowers, Tameka O. Grimes, Amy Price Azano, Darris R. Means, Sheneka M. Williams, Macie Alford |
| Source: | Taboo: The Journal of Culture and Education. 2026 24(1):231-243. |
| 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: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | African American Education, Rural Education, Resistance (Psychology), Praxis, Resilience (Psychology), Intersectionality, Race, Place Based Education, Cultural Capital, Racism, School Desegregation, Equal Education, Access to Education, African American History, Trauma |
| ISSN: | 1080-5400 2164-7399 |
| Abstract: | This manuscript situates Black rural education within a broader struggle against erasure, anti-DEI policies, and persistent deficit framings. Drawing from a "front porch conversation," we conceptualize the front porch as a site of intergenerational knowledge, resilience, and truth-telling. Using critical pedagogy of place, Black geographies, and rural cultural wealth as theoretical anchors, we examine the intersections of race, place, and education. Our dialogue and analysis highlight the enduring legacies of desegregation, the racial trauma uniquely intensified in rural communities, and the inequitable access confronting Black rural youth. We counter these challenges with narratives of joy, familial strength, and cultural wealth that underscore the vitality of Black rural literacies. Ultimately, this work positions Black rural education not as peripheral, but as central to reimagining equity and justice in U.S. education. We call upon scholars, practitioners, and policymakers to honor and amplify Black rural voices as a blueprint for resistance and hope. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://taboo-journal.com/ |
| Accession Number: | EJ1496216 |
| Database: | ERIC |
| Abstract: | This manuscript situates Black rural education within a broader struggle against erasure, anti-DEI policies, and persistent deficit framings. Drawing from a "front porch conversation," we conceptualize the front porch as a site of intergenerational knowledge, resilience, and truth-telling. Using critical pedagogy of place, Black geographies, and rural cultural wealth as theoretical anchors, we examine the intersections of race, place, and education. Our dialogue and analysis highlight the enduring legacies of desegregation, the racial trauma uniquely intensified in rural communities, and the inequitable access confronting Black rural youth. We counter these challenges with narratives of joy, familial strength, and cultural wealth that underscore the vitality of Black rural literacies. Ultimately, this work positions Black rural education not as peripheral, but as central to reimagining equity and justice in U.S. education. We call upon scholars, practitioners, and policymakers to honor and amplify Black rural voices as a blueprint for resistance and hope. |
|---|---|
| ISSN: | 1080-5400 2164-7399 |
