Shifting the Narrative: Photovoice as a Strategy to Highlight, Interrupt, And Challenge Anti-blackness in Educational Spaces

Abstract

This Improvement Science in Practice dissertation employs a mixed-methods, critical participatory action research approach to examine strategies educators can use to disrupt anti-Black practices contributing to racial discipline disparities affecting Black students. The Iceberg Model (Monat & Gann, 2015), a framework for understanding the systemic structures, patterns, and mental models perpetuating anti-Blackness in educational spaces guided the analysis. This study explores how overt and covert expressions of anti-Blackness manifest in schools, particularly in the hyper-disciplining of Black students, a term used to describe the disproportionately high rates of disciplinary actions imposed on Black students, which negatively impact their mental and physical well-being. The study aims to enhance educators\u27 cultural awareness and competency through targeted interventions and strategic resources, equipping them with tools to recognize, challenge, and disrupt harmful biases. A key component of this study was the integration of Photovoice, an arts-based participatory research method that raises critical consciousness, fosters self-reflection, and drives social change (Bazemore-Bertrand, 2021; Wang & Burris, 1997). Over a six-week professional learning journey, co-researchers actively engaged in critical reflections, discussions, and Photovoice activities. Findings indicated a significant increase in educators\u27 awareness of anti-Blackness and a strengthened commitment to equitable action. This study reinforces the effectiveness of Photovoice as a transformative tool for disrupting systemic inequities in education, highlighting the importance of active engagement in the research process