Responding to the Orthography of the Wake: An Analysis of How Urban PK–12 Superintendents Framed George Floyd's Murder

Abstract

Purpose

This study investigates the language urban PK-12 superintendents use to frame the orthography of the wake. The orthography of the wake is the widespread media circulation of Black social, material, and psychic death, exemplified by the murder of George Floyd. Although superintendents are often tasked with framing how their school systems respond to crises, there is a lack of leadership preparation to respond to the orthography of the wake. Given the recurring deaths of Black Americans in police interactions, superintendents should be better equipped to respond to this issue. Analyzing superintendent statements and their framing of the orthography can better prepare leaders to support Black communities in these situations.

Methods

This study examines the public statements of 51 urban PK-12 superintendents in response to George Floyd's murder. It applies Black annotation and redaction to investigate how superintendents’ language humanizes or marginalizes Black life. A frame analysis approach is used to assess the beliefs and actions articulated by superintendents when discussing the orthography of the wake.

Findings

The superintendent's diagnostic frames reflect a range of beliefs that directly discuss and avoid the orthography. Their prognostic frames advocate engaging in actions such as reflective conversations, reading learning resources, and examining policies, often centered around values including equity, anti-racism, and racial violence.

Implications

This study argues that superintendents must develop a deeper awareness of the orthography. Furthermore, their actions should move beyond general discussions of equity and anti-racism to specifically address the orthography in ways that directly support Black communities.