Miranda  Mosley

Colorblind and Colorist: Femme-Centered Anti-Blackness in US Education

The privatization policies of charter school movements can serve as one example of resegregation as sites of violence against Black people. This violence and the effects of this violence (via the school-to-prison pipeline) are researched among Black boys and Black men, however, little research connects the current state of privatizing education policy to Black, mixed racial identity and femininity—both existing at an intersection that exacerbates this violence and suffering. To add to current research literature, my research will highlight the experiences of Black-white, mixed-race girls and will examine the use of colorism in the education system to investigate schooling as sites of violence and intergenerational trauma in their newest form of segregation: charter schools. In Berkeley Unified School District and Oakland Unified School District, I will conduct 20 parent and teacher interviews to inspect how Black-white, mixed-race girls develop and understand their identities. Further, I will provide the much needed and yet unseen connection between teaching practices and the ways that intergenerational trauma manifests in these girls and through school policy and curriculum through asking the following questions: 1) How does the charterization (or lack thereof) in Berkeley Unified School District and Oakland Unified School District at present impact the ways that Black-white, mixed-race girls understand their identities? 2) Subsequently, how might the teacher’s practices aggravate a national haunting of Blackness for these girls, and how might that manifest?