Abstract
Using a youth-centered approach to urban teacher education, the authors present data from two qualitative studies investigating Black youth’s critical literacy practices to understand Blackness, antiblackness, and curriculum in U.S. schools. These studies explore how youth from schools identified as “urban” geographically and ideologically use a Black educational consciousness—an awareness of Black education's historical and contemporary realities—in their engagement with the curriculum. Framed through theories of humanization and intersectionality, the research reveals two key themes: Confronting Black Marginality and Seeing Blackness in the Curriculum and Beyond.
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