The Most Important People at the Freedom Center

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Freedom Center Voices

The Most Important People at the Freedom Center

“OK, so who are the most important people at the Freedom Center?” I asked the Youth Docents. We were doing a training on communication and customer service, and to be honest the answer I was fishing for was “visitors.” The first answer I got, however, was an important reminder.

“The people in the exhibits. The abolitionists and conductors.” Of course, this Youth Docent was right! Our visitors, our audience, the community we work in and seek to educate are very important. But so are the Freedom Heroes whose stories we tell. It reminded me of a college professor who used to tell us that we studied history “to honor the lived experiences” of the people we read about.

Why should we honor their experiences? Because the Freedom Heroes are inspiring – but they are much more than an inspiration. Freedom Heroes from abolitionists to Civil Rights activists were trailblazers who risked their reputations and their lives for a more just and free society. We would not be where we are today without their courage and perseverance.

Yet most of these people never received recognition in their lifetimes. Just the opposite, in fact: many were ridiculed, outcast, threatened or confronted with violence. Many abolitionists were heckled and threatened when speaking in public. Several Civil Rights leaders were assassinated for their activism. Because of the challenging and often thankless work they did, we owe it to them to honor their stories, just as we owe it to future generations to continue the struggle.

- Nancy Yerian, AmeriCorps Member, Ohio History Service Corps

Still Rising

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Freedom Center Voices

Still Rising

Two weeks ago, the world had a great light extinguished when Dr. Maya Angelou passed away. I have been thinking about her legacy a bit since her passing, and have been primarily grateful that she left us with such a written record of her triumphs and her struggles and her fights for freedom and equality.

I was fortunate enough as an undergraduate English student many years ago to attend a gathering in Birmingham, Ala., at which Dr. Angelou read from both her most recent work and previous pieces. Her power and passion made such an impact on an impressionable young reader and writer, and I’ll never forget the feeling I had of sitting so close to that voice -- close enough that it felt like the sound waves were beaming directly into my heart. Maya Angelou was an inspiration to me for many reasons, but chief among them were her unrelenting march toward justice and her refusal to be bowed by hardship.

When thinking about how to connect the inspiration I received from Dr. Angelou to my work here at NURFC in collections, I obviously thought about the struggle for freedom and justice, but also the place that guiding light serves in the story of the Underground Railroad and in Maya Angelou’s own story. She was inspired by a Paul Laurence Dunbar poem for her greatest known work, I Know Why the Caged Bird Sings, and passed that inspiration on to generation upon generation that followed her. Walking through our galleries each morning, I am lucky enough to be able to take in the great artistry of the And Still We Rise (a paraphrase of a line from Maya Angelou!) quilting exhibit, which features a piece dedicated to the Dunbar work as well as Dr. Angelou’s, and I see the chain of influence in which she is a mighty link.

The world would be much darker without Maya Angelou’s light, and we are called to continue to rise – to overcome hardship and to help raise those also struggling toward freedom and justice.

The Paul Laurence Dunbar and Maya Angelou quilts, along with over 80 others, can be seen in the And Still We Rise exhibit in the Skirball Gallery through September 1.

-- Gina K. Armstrong, IMLS Coca-Cola Museum Studies Apprentice

The Making of “Cincinnati’s Soldiers”

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Freedom Center Voices

The Making of "Cincinnati's Soldiers"

Creating an Online Exhibit

Someone recently asked me “how do you create exhibits at the Freedom Center?” Well, every exhibit is slightly different, but I can tell you how we created our new online exhibit, Cincinnati’s Soldiers: Men and Women in the First World War.  

Photographs from World War I

It began with a collaboration and a collection. The collection, housed at the Cincinnati History Library and Archives, is a group of portraits of service people donated after display at the Allied War Exhibition at Music Hall in 1918.  Since we wanted to tell individual stories and show the impact of factors such as race and gender on opportunities to serve, this record of people who served seemed like the perfect place to start. We combed through the photographs to decide which ones we would include. As often happens, we found more stories than we could tell in one exhibit.

The demographics of the portraits tell one story: they are the result of discrimination in the military and aid organizations at that time. In the entire collection – which held nearly 3,000 portraits – there were only ten African-American men, five white women, and no African American women. In addition to portraying racial and gender diversity, we also wanted to show a range of jobs and duties performed by service people in the Great War, so we chose individuals to research based on those factors.

Discovering the Stories

Once we had identified subjects, we had to learn more about them. We used tools such as Family Search and Ancestry.com to look at birth records, census data, and death records to find out more about these individuals’ lives and family relationships. The Cincinnati City Directories told us where and how these people lived. Selective Service Draft cards included servicemen’s professions in civilian life.

For me, learning about these people was the most exciting part of creating the exhibit. Make sure you check out Francis Herman Gow, the Simms family and the professional women (a doctor and a lawyer in 1918!) in Cincinnati’s Solders. If you would like to explore these types of records, visit the Freedom Center’s Family Search Center, where you can research your family’s genealogy.

Putting It All Together

Once we knew the stories we were telling, we had to put the exhibit together. We wrote a script describing the collection and each individual. The archivists at the Cincinnati History Library and Archives scanned the photographs for online display. The script was revised and edited many times. The look of the exhibit was designed by our Brand Champion, Jesse Kramer, and the content uploaded to the Freedom Center’s website. I hope you get a chance to look at s Soldiers, and that you enjoy learning about these amazing individuals.

- Nancy Yerian, AmeriCorps Member, Ohio History Service Corps

Maya Angelou’s Great Legacy

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Freedom Center Voices

Maya Angelou's Great Legacy

“Hold those things that tell your history and protect them. During slavery, who was able to read or write or keep anything? The ability to have somebody to tell your story to is so important. It says: 'I was here. I may be sold tomorrow. But you know I was here.'”

—Maya Angelou

Those words, spoken by Maya Angelou, help inform the everyday activities here at the National Underground Railroad Freedom Center. Those words take on a greater significance today with news of the passing of this extraordinary writer and poet.

This amazing woman, who lifted herself from challenging circumstances and took her opportunities where she found them – working as a fry cook, dancer, singer and even the first female streetcar conductor in San Francisco – expressed herself in ways that gave hope to the hopeless and provided a map for many without direction.

Without deep formal education, she found her voice and wrote some of the most seminal works of poetry and fiction, giving voice to so many without words.

"The caged bird sings with a fearful trill
of things unknown but longed for still
and his tune is heard on the distant hill
for the caged bird sings of freedom."

Angelou addresses the audience in the Harriet Tubman Theater during her visit last November

Her words cried for personal courage, self-expression and working for what is right.  She lent her voice to many causes, working with global freedom fighters such as Rev. Dr. Martin Luther King, Jr. and Nelson Mandela and was an organizer of the Southern Christian Leadership Conference.

Before her death she received many awards, including numerous doctorates, culminating with the Presidential Medal of Freedom – the highest civilian honor in the United States.

When she visited the Freedom Center last November, Maya shared sage advice and wisdom with us that will live in our hearts forever.  She told me, “Newsome, we expect something new to come from you, you new man.” It is with that calling that my colleagues at the Freedom Center and I feel empowered to continue sharing the stories of the Underground Railroad that risk being silenced, and fighting for those “caged birds” throughout the world who long and sing of freedom.

"Out of the huts of history's shame
I rise
Up from a past that's rooted in pain
I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide."

Angelou's mortal voice may have been stilled, but her words are immortal.  They will continue to inspire generations of freedom fighters with tales of courage, personal persistence and an ongoing battle for self-expression.

 

—Clarence G. Newsome, president

Freedom Center Archives: Preserving Solomon Northup’s Story

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Freedom Center Voices

Freedom Center Archives: Preserving Solomon Northup's Story

NURFC recently aquired a first edition of Solomon Northup's story of captivity, Twelve Years a Slave , now on display just outside of the Everyday Freedom Heroes gallery.  We love that we're able to share this artifact with visitors of the Freedom Center, especially in light of the recent focus on Northup's story with the adaptation of the novel into an Academy Award-winning film.

Unfortunately, one of the realities of dealing with artifacts as old and fragile as an 1853 work on paper is that it cannot stay on display for a very long period of time. Very soon, we will need to remove the item from display and "rest" the item, so that it will continue to be an artifact to be enjoyed in the future. NURFC follows industry recommendations on caring for artifacts in both the permanent collection and those loaned to us by individuals and other institutions. Those standards require material printed on paper to be kept in as low light and humidity as possible to extend display time. NURFC's copy of Northup's story, exhibited as it is in a very high-traffic location, must therefore be on display a shorter period of time, to compensate for the lighting level and lack of humidity control in the exhibit case. After a period of rest, spent in temperature-, humidity-, and light-controlled storage, the book will be returned to exhibit in a lower-light location in our From Slavery to Freedom gallery, where it will be able to stay on display for a longer period of time before again being rotated to rest.

This need for constant conservation of materials, and the different lengths of time various materials can remain on exhibit, are considerations that make our jobs as curators challenging and stimulating. We must battle the desire for everything to be on display with the needs of the artifacts themselves. This service of the physical requirements of artifact conservation also enables us to keep our collections fresh and thriving.

So, while visitors may only have a short time remaining to view Twelve Years a Slave on the Solomon Northup Tour in its current location, we will endeavor to exhibit other historically meaningful and valuable artifacts from our collection, and look forward to re-exhibiting the book after it's had time to recover.

-Gina K. Armstrong, IMLS Coca-Cola Museum Studies Apprentice

Remembering Cincinnati civil rights pioneer, Juanita Adams

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Freedom Center Voices

Remembering Cincinnati civil rights pioneer, Juanita Adams

"We at the National Underground Railroad Freedom Center were saddened to hear the news today of Cincinnati civil rights pioneer Juanita Adams. Ms. Adams was a long-time Ambassador and supporter of the Freedom Center and her influence on both the Center and on the city of Cincinnati will truly be missed.

Adams in 2008, courtesy of Tony Jones Photo

Ignoring advice early in life that being an African American would limit her career options, Ms. Adams spanned a 40-year career in management with the city of Cincinnati and the Cincinnati Health Department, retiring as Cincinnati Registrar: Director of Vital Records. She also served as both vice president and president of the Cincinnati chapter of the NAACP, and was active in many other community activities, including the Urban League and Greater New Hope Missionary Baptist Church. Ms. Adams was also the mother of Anthony Adams, a successful attorney in Detroit, Michigan.

The National Underground Railroad Freedom Center was built on, and is upheld by, men and women such as Ms. Adams who dedicate their time and resources to our cause of spreading freedom. We are grateful for her support of the Center and our prayers are with her family during this difficult time."

 

-Clarence G. Newsome, Ph.D.,  Freedom Center president

“What’s the Story Here?”: A Glimpse Inside the Freedom Center Archives

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Freedom Center Voices

"What’s the Story Here?": A Glimpse Inside the Freedom Center Archives

Ever looked at an old document or photograph and wonder “what’s the story here?” That’s exactly what we endeavor to find out at NURFC!

Take the photograph seen here. It’s from a collection of cabinet cards (e.g., carte-de-visite, shareable photographs from the 19th Century) produced in the photographic studio of James Presley (J.P.) Ball, a “free man of color,” located on Fourth Street in downtown Cincinnati in the mid-1800s, mere blocks from where the Freedom Center stands today. Ball was a very famous daguerreotype artist, and photographed such luminaries as P.T. Barnum, Charles Dickens, and Queen Victoria.

Even with our knowledge of Ball, we are left to wonder about the subjects of this photograph. Are they brother and sisters? A mother, father, and daughter? Was the decision to use an African-American photographer a purposeful stand against the enslavement and oppression of African-Americans? Or was it simply a decision to go to the most famous photographer available to document their family life, a document for which they scrimped and saved, and probably never imagined would one day be collected by a museum?

At NURFC, it is our mission “to reveal the stories of freedom’s heroes,” and finding a photograph like this in the collection prompts questions about whether the subjects of the photographs were freedom’s heroes. I would argue that Ball himself was one – he braved the borderlands to set up shop in a highly visible profession, and photographed black and white Americans alike. Though born free, he did not live in a free state (he was born in Virginia), until he set up a studio in Philadelphia; but, even then, he returned to Virginia to work, right across from the state capitol, and likely harbored at least a little worry for his freedom. He may not have been a conductor on the Underground Railroad, but he was certainly a pioneer in the photographic arts, and deserves to be celebrated.

-  Gina K. Armstrong, IMLS Coca-Cola Museum Studies Apprentice

“Fan the Flame” at National History Day

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Freedom Center Voices

"Fan the Flame" at National History Day

The Freedom Center at History Day in Ohio

On April 26, 2014, thousands of middle and high school students from all over Ohio gathered in Columbus to participate in the state level competition for National History Day. NHD is an annual academic program and competition that engages students in in-depth historical research. Each student completes a project on a topic of their choice related to an annual theme. They do months of primary and secondary research on their topic and create a project – a website, performance, paper, exhibit, or documentary – to present at competition. The students in Columbus had already been through school and regional competitions to earn their place in the state contest. Their projects were the best in the state, and they were marvelous.

The Fan the Flame Award

I was lucky enough to be at the state competition because I was judging for a Special Prize. Every year, the Freedom Center gives the Fan the Flame Award to recognize the most outstanding National History Day in Ohio project focusing on an individual, a group or a movement that have contributed significantly to the advancement of  freedoms and the assurance of the civil and human rights of others. The award recipients help “fan the flame” by recognizing that “there is a spark within each of us” and challenging and inspiring everyone to take courageous steps for freedom today.

This year, the theme for National History Day was “rights and responsibilities.” Since this theme fits so well with the Freedom Center’s mission, many of the projects were eligible for the Fan the Flame award. In fact, we received over 50 nominations! This made it very difficult to choose winners, but it was also rewarding to see the incredibly rich research that so many hardworking students had put into their projects. To see some of those extraordinary creations, check out the Ohio Historical Society’s Flickr page pictures of the competition.

Good Luck, Finalists!

In the end, the Freedom Center’s awards went to Erin Barr for her performance, “Residents of Africa Road: Taking Responsibility to Help Escaping Slaves along the Road to Freedom” and Amani Hill for the documentary “Killing a Panther: The FBI Plot to Destroy the Black Panther Party.” The finalists from the state competition will go on to show at National History Day in College Park, Maryland, in June. I wish them the best of luck and, having seen their projects, I know they will do well. Every student who completed a History Day project has already accomplished a great deal and hopefully learned a lot in the process.

- Nancy Yerian, AmeriCorps Member, Ohio History Service Corps

A Call For Action: Bring Back Our Girls

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Freedom Center Voices

A Call For Action: Bring Back Our Girls

By now, you all are aware of the horrific kidnappings that took place in Nigeria on April 15. It is now estimated that 200-300 young women were taken from the Chibok Government Girls Secondary school by Muslim extremist group, Boko Haram, whose name means “Western education is a sin.”

Although Nigeria has Africa’s largest economy, poverty and lack of education continues to plague its people. Economic insecurity has created fertile ground for outside extremist groups like the Boko Haram to take root and prey on the region’s youth, constantly surging communities with terrorist attacks. But the kidnappings also have darker and more sinister implications on the everyday lives and freedoms of the girls and women in Nigeria.

In a video released to the French media earlier this week, Boko Haram leader Abubakar Shekau stated that their intent was to sell the young women at $12 a person, to become “wives” to men in neighboring countries. This is a blatant attack on their personal civil liberties and freedoms. These groups, operating under the guise of military men, invade these communities to sell and trade human beings as cargo. Men, women and children in the region live in a constant state of fear and worry simply because they are intent on providing their children an education and experiences that will give them a better quality of life.

Stand Up and Speak Out

As a nation of people who understand the high price of and struggle for freedom and equality, I am calling you to speak up. I call you to educate your communities on the dangers of human trafficking and modern slavery. I call you to be champions of freedom and stand with our President and our nation’s leaders to demand that the Nigerian government take immediate action. For assistance and resources to help you get involved, please visit Bring Back Our Girls to stay connected. Join us in our efforts to eradicate human trafficking and modern day slavery.

Many have already made the call for action. How will you answer the call? #BringBackOurGirls!

-Dr. Clarence G. Newsome, President

Youth Docents as Freedom Ambassadors Youth Docents Begin Service

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Freedom Center Voices

Youth Docents as Freedom Ambassadors Youth Docents Begin Service

Over the past two and a half months, the Freedom Center’s Youth Docents have been acting as guides and educators in our museum. They have been putting their training to use by helping visitors learn from the Freedom Center’s exhibits. On a typical day, a Youth Docent might talk to guests about the original Slave Pen in our Grand Hall or demonstrate how a cotton gin works. They might teach visitors that slavery still exists today or show a family their favorite story quilt in the And Still We Rise exhibit.

Learning to communicate with the public is not always easy. For some of our teen volunteers, the idea that they were going to have to talk to people was pretty intimidating. Fortunately, practice makes perfect. I recently observed one of our docents enthusiastically demonstrating a hands-on activity to a family. It was wonderful to watch him easily talking to these people because only a few weeks ago he was so nervous that he could barely speak in front of a group. It is amazing to watch this batch of young people gain confidence feel comfortable with the material they know.

More to Learn

Of course training has not stopped completely. The Youth Docents have had a few special experiences since their service began. They have visited Historic New Richmond, Ohio, and participated in Conner Prairie’s “Follow the North Star” interactive program. After each trip, they have discussed what they learned and how it connects to their lives. These dialogues have allowed the Youth Docents to share their observations, thoughts, and feelings about these subjects with each other, and hear perspectives they may not have considered before.

Beyond Our Walls

One of the Youth Docent Program’s goals is that through their experiences, youth will be inspired to take action to change our world today. In fact, this is part of the Freedom Center's mission: “challenging and inspiring everyone to take courageous steps for freedom today.” These Youth Docents take up that challenge by becoming ambassadors to teach not only our visitors, but their entire communities what they learn and encourage others to take action as well. They have made connections between the history we teach here and making an impact on the world they live in today. Click here to learn how to apply for this unique opportunity!

Nancy Yerian

AmeriCorps Member, Ohio Local History Corps

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Freedom Center Voices

Guest writer Alexander Pittman reflects on a keynote lecture given by Dr. Bettina L. Love during our virtual 2021 Educator Open House titled "The Idea of Mattering is Essential." We weren't able to record the lecture, but the rest of the program is available to watch on our youtube channel.

December 10, 2021

As an African-American man in the United States, I have experienced discrimination and microaggressions in schools, both as a student and educator. I had the privilege of serving as a public school middle and high school Social Studies teacher for nearly a decade prior to enrolling at The Ohio State University to pursue a doctoral degree in Multicultural and Equity Studies in Education. One reason I care so much about equity in education is because I have never had an African-American male teacher or professor in my entire schooling experience (k-12, undergrad, and graduate school). Knowing that the education system is standards based, I have seen firsthand the harm that can occur to students of Color due to the fact that those standards are almost never developed, implemented or taught with their academic success and personal development in mind.

Teaching diverse, marginalized and historically resilient student populations has always been a desire and priority for me throughout my professional career. Currently I supervise and teacher preservice educators as they prepare to enter the classroom for the first time as a lead teacher. Aside from teacher education and preparation, my research passion, similarly to Dr. Love’s, centers the intersections of race, social justice and education.

The very fact of freedom’s incompleteness (no one is free so long as others remain unfree) necessitates action directed at changing society. Freedom, therefore, is ultimately a practice, rather than a possession or a state of being. – Michael Hames-Garcia

I find it fitting to lead with this quote, as a central theme in Dr. Love’s keynote address and abolitionist work is that freedom is NOT justice. A situation can be done justice, but freedom is an ongoing struggle. Love bluntly proclaims that to be Black in America means to be in a constant state of survival. Nowhere can this be seen more clearly than in America’s public school system.

During my teaching tenure I worked in schools that served predominantly Black and Brown students from middle to low-income communities. As an educator, I witnessed countless injustices; from over-disciplining of dark bodies, to deficit labeling of students of Color based on standards that center whiteness, to teachers negatively judging parents and entire communities of color, though having little to no knowledge of the cultural values and histories that make up that community. However, my time in the classroom was also, and more importantly, filled with joy as my students and I learned for each other by sharing stories and reflecting on our lived experiences. In so many ways this a microcosm of what dark people in this country must do each and every day; acknowledge and navigate marginalization and oppressive systems, while choosing to focus on our strength, resiliency and joy.

It is extremely frustrating being committed to and engaged in abolitionist teaching, yet knowing the kind of radical change Love imagines must be taken-up by the vast majority of white teachers who are currently teaching in schools to have any chance of widespread success. As I continue to explore my roles and responsibilities within abolitionist education — as a Black man, an educator and a doctoral student — an issue I wrestle with is knowing and agreeing with Dr. Love that you don't have to be Black to do this work (speaking about abolitionist teaching). However, I also know from learned and experiential knowledge that teachers of color help students of the same race or ethnicity perform better academically (Goldenberg, 2014). Never experiencing the joy and affirmation that comes with being taught by someone who I see as having similar social identities as myself did have a negative impact on my k-12 schooling experience.

A 2021 Columbus Dispatch newspaper article highlighted that 94 percent of current Ohio educators are white. Furthermore, 86 percent of students in teacher training programs in the state of Ohio are white as well, these numbers are similar to national trends in teachers and teacher education. Educational inequity is not only related to curriculum, funding and discipline, but also connected to who we are encouraging to become educators. In her keynote Love made the point that often Blacks aren’t part of the curriculum, and efforts to introduce a more diverse and represented curriculum is often met with resistance, this all contributes to the educational survival complex that Dr. Love names, critiques, and resist through her abolitionist work.

Teacher Education Programs, Working for Change or Maintaining the Status Quo?

“Teacher education programs are typically designed to prepare middle-class, European American candidates to teach middle-class, European American students in mainstream schools. But these conceptions often do not fit the shifting student demographics in U.S. schools, particularly in urban communities. The dominant enrollments in many of these schools already are students of color and from poverty” (Gay, 2005, p. 222)

Even though the quote above is from a 2005 publication, I can tell you that nationally this is still very much the case in teacher education programs. In her book, We Want To Do More Than Survive, Love writes “My goal as an educator, teaching overwhelmingly White students, is to get white students to question how they are going to teach children of color with limited understanding of who these children are, where these children come from, their history, why and how they matter to the world, who loves them, why they should love Blackness, why they should want to see dark children win, how to support their quest to thrive, and how it is intentional that future teachers know so little about dark students” (pg. 126-127).

Teaching and learning with these goals in mind is not centered in the majority of our teacher education programs. Institutions of higher education, and teacher education programs specifically, are steeped in white normative thinking and ideals, Love refers to this as the teacher education gap.

Photo by Sam Balye on Unsplash

As Dr. Love highlighted in her keynote, abolition is about eliminating not restructuring. The need to eliminate, not restructure extends to teacher education programs as well. Reimagining teacher education is a twofold endeavor: one, completely rethinking the required curriculum, practicum experience and colonial logics of learning, knowledge, research that typically shape teacher education programs. This would be vital in moving the white pre-service educators who are in the pipeline already closer to what Love calls being a co-conspirators rather than ally.

Secondly, given that in 2018 students of color represented 53% of the total student population, but teachers of Color only about 21% during the same time period (source: National Center for Education Statistics), teacher education programs must dedicate time, effort and resources to the recruitment and retention of preservice educator of Color. Love spoke of the coded language used in k-12 to alienate, oppress and push out dark folks based on their appearance, noting professional, inappropriate and distraction as examples of such language. Consider the message that sends to young Black children as they decide rather they should pursue teaching as a career path.

Abolitionist Educational Research

A significant idea presented in Love’s keynote and book is that of freedom dreaming. She describes freedom dreaming, simply as “dreams grounded in a critique of injustice” (Love, 2019, pg. 101). As I reflect on Love’s powerful ideas for reimagining what our k-12 schools could be for our students of Color if we adopted abolitionist teaching as the standard, I’m drawn to thinking about how educational research, especially that which aims to study marginalized communities, could be reimagined with abolitionist principles in mind.

Patel’s 2016 book Decolonizing Educational Research traces the genealogy of coloniality in knowledge production and education research, positing that “education research, though both meaning and matter, has played a deleterious role in perpetuating and refreshing colonial relationships among people, practices, and land” (Patel, 2016, pg. 12). There are similarities and overlaps in the works of Love and Patel, they both draw on the scholarship of great thinkers such as; Gloria Ladson-Billings, W.E.B. DuBois, and Kimberlé Crenshaw to inform their scholarship. Furthermore, both scholars acknowledge and push for the complete dismantling and radical rethinking of the systems they critique, k-12 education and education research respectively. Patel questions “whether educational research could, in fact, become something more than colonizing, whether an entity borne of and beholden to coloniality could somehow wrest itself free of this genealogy” (pg. 4). Patel calls for answerability, and Love for abolition, but they both interrogate the colonial logics of learning and knowledge.

In my freedom dreaming, I think about what abolitionist education research would look like. What would the implications be for all education scholars, practitioners, and researchers, regardless of race, if institutions prioritized educational research that critiques, rather than perpetuates, injustices in education. As an educator and emerging researcher, I must be cognizant of how my actions and research agenda can undo coloniality and create spaces for ways of knowing that honor the histories and experiences of people of Color, this can serve as a first step towards abolitionist education research.

Alexander Pittman served as a public school middle and high school Social Studies teacher for nearly a decade prior to enrolling at The Ohio State University to pursue his doctoral degree in Multicultural and Equity Studies in Education. Alexander currently teaches and supervises preservice educators, preparing them to enter the classroom. His scholarly research interest focuses on the intersections of race, social justice and education.