A01=Maisha T. Winn
African American Education
African American History
African AmericanBlack History
American Education
Author_Maisha T. Winn
Black
Black Arts Movement
Black Education Studies
Black History
Black Power Movement
Black print culture
Category=DS
Chicago
Education
eq_bestseller
eq_biography-true-stories
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
equity
foresight
Future
Futures Thinking
Historiography
Independent Black Institutions
literary
literate
self-determination
social movements
United States
Product details
- ISBN 9780826507914
- Weight: 286g
- Dimensions: 152 x 229mm
- Publication Date: 30 Jul 2025
- Publisher: Vanderbilt University Press
- Publication City/Country: US
- Product Form: Paperback
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Futuring Black Lives is a historical ethnography examining Black institution builders in the late 1960s and early 1970s and their work to leverage the power of publications and the literary imagination to engage “concerned men and women” in conversations about the educational journeys and futures of Black children. While many began as reactions to anti-Blackness and American public schooling failing Black children, Independent Black Institutions (IBIs) came to be viable ecosystems anchored in a shared Black value system preparing Black children in three areas: identity, purpose, and direction.
The rationale for establishing and valuing IBIs remains highly relevant, given the sociopolitical landscape of education today. In addition to persistent racial disparities in academic achievement and Black students’ highly disproportionate experiences of punishment and “discipline,” friction and legislation against critical examination of race, racism, and racist ideas in school settings are front and center, and children’s and young adult literature are under attack through censorship and outright book bans. Yet Black institution builders left useful maps of and for the educational future/s of Black children that remain available in journals, newspapers, pamphlets, and other ephemera. Author Maisha T. Winn demonstrates how and why the historiography-grounded futuring of Black education can and should inform current pursuits of equity, justice, and liberation through education.
The rationale for establishing and valuing IBIs remains highly relevant, given the sociopolitical landscape of education today. In addition to persistent racial disparities in academic achievement and Black students’ highly disproportionate experiences of punishment and “discipline,” friction and legislation against critical examination of race, racism, and racist ideas in school settings are front and center, and children’s and young adult literature are under attack through censorship and outright book bans. Yet Black institution builders left useful maps of and for the educational future/s of Black children that remain available in journals, newspapers, pamphlets, and other ephemera. Author Maisha T. Winn demonstrates how and why the historiography-grounded futuring of Black education can and should inform current pursuits of equity, justice, and liberation through education.
Maisha T. Winn is the Excellence in Learning Graduate School of Education Professor at Stanford University, where she also leads the Equity in Learning Initiative at the Stanford Accelerator for Learning. She is the author of Justice on Both Sides: Transforming Education Through Restorative Justice.
