Education Week - February 5, 2025 - 20
How to Start a
Black History Club
(And Why You Should)
By Nick Kennedy
Why We Need Black
History Education:
A Collection
A Note From the Guest Editor,
LaGarrett J. King
Five years ago, I wanted to create a public space
for educators to hear the voices of teachers,
students, parents, and professors about how
they have conceptualized and taught Black
history. I also wanted to highlight Black
history education strategies and resources to
improve practice. Hence, the partnership with
Education Week was born. I am so appreciative
of Education Week for its continued
partnership of these special issues. We
encourage you to read or reread them.
As I clarify each year, what first began as Negro
History Week (now Black History Month) was
originally designed to be for educators and
society to celebrate and showcase what we
have learned about Black history in the course
of the year. For me, Black History Month is a
time for reflection on how K-12 educators can
improve their practice.
This year, our theme centers on solutions to
Black history challenges. Most are familiar
with the political hostility toward Black history
education happening around the United States.
Sometimes, those discourses are deflating and
leave educators who would like to improve their
Black history teaching feeling hopeless.
To the readers, don't despair. There are
hundreds of Black history educators who do the
work daily. You have a community!
As we prepare for the 100-year anniversary of
Black History Month in 2026, we hope this issue
and past issues continue to inspire you and
helped you think through Black history more
effectively and critically. As always, feel free to
reach out to me at Lagarret@buffalo.edu.
Happy Black History Month!
To read the full package, including online
exclusives, visit: > edw.link/BlackHistory2025
S
hortly before the end of last school year, my
district on California's Central Coast made the
decision to delay adopting a planned Advanced
Placement African American Studies course.
When a group of rising 12th grade students
expressed their disappointment over that
decision, I made them an offer: If they wanted
access to some semblance of the curriculum of this course,
then I would volunteer to serve as the faculty adviser to a new
student-driven African American studies club.
Furthermore, I promised my students that I would attend an
AP Summer Institute-the official course training offered by the
College Board-to become equipped in the teaching methods
and curriculum of the AP African American Studies course.
After the club was officially approved by our school this
October, approximately 10 students and I committed ourselves
to interdisciplinary study every Wednesday lunch period. We
used the free, open-access framework of the College Board's
AP African American Studies curriculum as both an anchor and
springboard for further exploration.
Because our weekly meetings cannot possibly cover the
breadth, depth, and rigor of a yearlong, expansive curriculum,
we agreed to focus on the participating students' interests and
intellectual curiosities, with students selecting the topics from
each of the course outline's four units.
My students appreciate that this club provides them an
educational experience that does not currently exist within our
school's curriculum. As one sophomore club member noted,
" We don't get to learn this history anywhere else in our classes,
which are more focused on European history. This history is
just as important. "
As a white male teacher leading a predominantly white
group of students in this club, I believe that studying African
American history is one way to push back against the
ethnocentrism that limits white students' understanding of
their own racial identities. I consider it important that all my
students learn from the brilliant legacy of Black contributions
to history, culture, art, and society.
I want my students to see that Blackness is complex and
nuanced. It is important to recognize Blackness as expansive,
rather than limited by white supremacist ideas that perpetuate
damaging stereotypes about Black people.
I draw from educator and historian Henry Louis Gates Jr.'s
notion that there are " forty-two billion ways to be Black, " so that
we begin our study with a shared recognition that Blackness is
not a monolith. It is with this truth in mind that we acknowledge
the varied climates, cultures, and histories of early African
populations and kingdoms, further solidifying our recognition
of the continent's inherent diversity.
In the fall, through our exploration of such topics as Mansa
Musa's opulence and Queen Njinga's leadership, my students
began to conceive of Africa as a continent of vast cultural wealth
and rich histories. In their recognition of Africa as the progenitor
of African American history, my students start to see African
American history as an intricately woven tapestry that stretches
across the African diaspora, from antiquity to the present.
Next quarter, we will recognize the resistance of self-liberators
and freedom-seekers and we will discuss African American
photography as a means of framing one's humanity. Later,
we will learn from the political genius of African American
clubwomen who organized for suffrage and civil rights and
we will marvel at the cultural production of the Harlem and
Chicago renaissances. Finally, we will dive into Afrofuturism.
No one is earning college credit or being graded on their club
participation, but my students still find it worthy of their time
and commitment to broaden their worldviews.
In the wake of the 2024 presidential election, it seems likely
that K-12 Black history education in the United States is going to
face even more challenges in the years ahead. Our engagement
with a Black studies curriculum draws from a rich tradition of
advocacy and activism spearheaded by Black students, scholars,
teachers, and a multiethnic coalition of allies.
As we learn about the Black campus movement and student
activism of 1965 to 1972, my students find a deeper context for
their own desires to push for curricular change.
It is this tradition of advocacy from which my students
and I draw our shared commitment to the study of African
American history. For teachers in districts where the adoption
of AP African American Studies has been denied or stalled,
forming a club is one way to offer your students access to a
curriculum rooted in Black studies.
KENNEDY is a high school English teacher from
California's Central Coast and a student in the Learning
and Teaching in Social Contexts doctoral program through
the University at Buffalo Graduate School of Education.
Illustrations by
Islenia Mil for Education Week
20 | EDUCATION WEEK | February 5, 2025 | www.edweek.org/opinion
http://edw.link/blackhistory2025
http://www.edweek.org/opinion
Education Week - February 5, 2025
Table of Contents for the Digital Edition of Education Week - February 5, 2025
Education Week - February 5, 2025
Briefly Stated
This Is How ‘Woke’ Schools Really Are —According to Students
Researchers Created a Phonics Program With ‘Dramatic’ Results. How It Works
Public Trust in Elementary School Teachers Declines—But Still Tops Most Other Professions
Why Stressed-Out Teachers Should Heed New Health Warnings About Alcohol
Reading Scores Fall to New Low on NAEP, Fueled by Declines for Struggling Students
These High School Students Are Suing For Better Schools. Can They Win?
President Trump’s Early Actions Undo Biden Efforts to Protect LGBTQ+ Students
How Schools Can Navigate Trump’s Immigration Policies
What Will Trump’s Orders for Federal Workers Do to the Education Department?
How to Start a Black History Club (And Why You Should)
What We Can All Learn From Black Women in Education
EdWeek Top School Jobs
When ‘Do No Wrong’ History Doesn’t Do Enough
Education Week - February 5, 2025 - Education Week - February 5, 2025
Education Week - February 5, 2025 - Briefly Stated
Education Week - February 5, 2025 - 3
Education Week - February 5, 2025 - Researchers Created a Phonics Program With ‘Dramatic’ Results. How It Works
Education Week - February 5, 2025 - 5
Education Week - February 5, 2025 - Public Trust in Elementary School Teachers Declines—But Still Tops Most Other Professions
Education Week - February 5, 2025 - Why Stressed-Out Teachers Should Heed New Health Warnings About Alcohol
Education Week - February 5, 2025 - Reading Scores Fall to New Low on NAEP, Fueled by Declines for Struggling Students
Education Week - February 5, 2025 - 9
Education Week - February 5, 2025 - These High School Students Are Suing For Better Schools. Can They Win?
Education Week - February 5, 2025 - 11
Education Week - February 5, 2025 - 12
Education Week - February 5, 2025 - 13
Education Week - February 5, 2025 - President Trump’s Early Actions Undo Biden Efforts to Protect LGBTQ+ Students
Education Week - February 5, 2025 - 15
Education Week - February 5, 2025 - How Schools Can Navigate Trump’s Immigration Policies
Education Week - February 5, 2025 - 17
Education Week - February 5, 2025 - 18
Education Week - February 5, 2025 - What Will Trump’s Orders for Federal Workers Do to the Education Department?
Education Week - February 5, 2025 - How to Start a Black History Club (And Why You Should)
Education Week - February 5, 2025 - What We Can All Learn From Black Women in Education
Education Week - February 5, 2025 - 22
Education Week - February 5, 2025 - EdWeek Top School Jobs
Education Week - February 5, 2025 - When ‘Do No Wrong’ History Doesn’t Do Enough
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