Fugitive Mentorship and Cultivating Expansive Futures: A Collaborative Autoethnography by Black Student Union Advisors
Saved in:
| Title: | Fugitive Mentorship and Cultivating Expansive Futures: A Collaborative Autoethnography by Black Student Union Advisors |
|---|---|
| Language: | English |
| Authors: | Celina German (ORCID |
| Source: | Current Issues in Education. 2026 27(1). |
| Availability: | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, African American Students, Student Unions, Mentors, Faculty Advisers, Autobiographies, Ethnography, Academic Advising, Equal Education, Inclusion, Critical Race Theory, Self Determination, Self Actualization, Self Efficacy |
| DOI: | 10.14507/cie.vol27iss1.2384 |
| ISSN: | 1099-839X |
| Abstract: | In response to the growing bans on Critical Race Theory (CRT) and Social-Emotional Learning (SEL) across multiple states (Shwartz, 2021), the need to listen to Black Education Spaces (BES) advocates has never been more crucial to the thriving future of Black Education (Love, 2019, 2023). This article aims to amplify the important, yet often overlooked, voices of High School Black Student Union (BSU) advisors and their experiences with mentorship. Utilizing collaborative autoethnography methodology, we, the authors as research participants, collectively explored the following research question: "How do we steward Black Educational Futures that do not perpetuate school systems' anti-Blackness rhetoric?" Through our four vantage points on advising BSUs within the same district in the American Southwest, we offer three findings that nuance Givens' (2021) historical framework of Fugitive Pedagogy and Warren and Coles' (2020) conceptualization of BES. By showcasing how our layered identities as BSU advisors impacted us and our educational landscape, we wrote this article to contribute to the literature on how educators, broadly defined, can challenge inequities while fostering inclusive educational environments (Crenshaw, 1991; Yosso, 2005). |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504112 |
| Database: | ERIC |
| Abstract: | In response to the growing bans on Critical Race Theory (CRT) and Social-Emotional Learning (SEL) across multiple states (Shwartz, 2021), the need to listen to Black Education Spaces (BES) advocates has never been more crucial to the thriving future of Black Education (Love, 2019, 2023). This article aims to amplify the important, yet often overlooked, voices of High School Black Student Union (BSU) advisors and their experiences with mentorship. Utilizing collaborative autoethnography methodology, we, the authors as research participants, collectively explored the following research question: "How do we steward Black Educational Futures that do not perpetuate school systems' anti-Blackness rhetoric?" Through our four vantage points on advising BSUs within the same district in the American Southwest, we offer three findings that nuance Givens' (2021) historical framework of Fugitive Pedagogy and Warren and Coles' (2020) conceptualization of BES. By showcasing how our layered identities as BSU advisors impacted us and our educational landscape, we wrote this article to contribute to the literature on how educators, broadly defined, can challenge inequities while fostering inclusive educational environments (Crenshaw, 1991; Yosso, 2005). |
|---|---|
| ISSN: | 1099-839X |
| DOI: | 10.14507/cie.vol27iss1.2384 |
