Mandating Black Studies Curricula: Lessons Learned From a Black Studies Curriculum Development Project

In this qualitative study, we examined how participation in the California Black Studies Curriculum (CABSC) Project shaped the skills, practices, and mindsets of its participants. We used LaGarrett King’s Black Historical Consciousness as a conceptual framework to analyze data. We found that participants defined Black Studies both as a community-oriented field of study and as a subject area that reflects and represents the full spectrum of Black experiences. These definitions emphasized the importance of teacher-student relationship-building across all subjects. Educators reported adopting more student-centered learning pedagogies as a result of their participation in the CABSC Project. Our findings also highlighted a need for new professional development offerings by community organizations. Such opportunities can help prepare teachers to teach Black Studies effectively. Participants also discussed both enabling and constraining policies that may shape the implementation of a Black Studies curriculum in California. We concluded with two recommendations for enhancing teacher training and professional development related to Black Studies curricula.