Guest editorial

ABSTRACT

[...]educational institutions quickly declared antiracist action plans public statements, training workshops, reading lists and reading circles. While we still wait for the coinciding beliefs and actions that Black lives have meaning, the COVID-19 global pandemic continues to ravage the Earth and has taken an (under)estimated 4 million of the Earth's citizens away. Because of global anti-Blackness, a disproportionate amount of Black and Brown people have lost their lives or have been completely engulfed with personal and communal destruction this disease has caused. School buildings were shuttered, and if students did not disappear from the roster all together, they were herded into virtual learning, often revealing how resources that were considered scarce and unaffordable were all of a sudden, plentiful and accessible. Particularly in an anti-Black education system, change often materializes in the s of statements condemning racism and in diversity and inclusion initiatives – more speaker events, more book clubs more workshops. Rarely, if ever, does change from the oppressor requires consistency with the following characteristics interrogating White supremacy and Whiteness in pedagogical practices and value systems;challenging curricula that harm Black and Brown youth of Color;exposing racial trauma in classrooms;and/or honoring the literacies and full humanity of Black and Brown youth.