ABSTRACT
This chapter describes an inquiry in one middle school social studies classroom that challenged and disrupted elements of civic instruction and curriculum that reinforce white supremacy and marginalize Black students’ civic experiences. The chapter examines how engaging in critical race praxis may provide a framework for operationalizing critical race theory (CRT) in a way that promotes social justice and encourages students to become informed civic actors. CRT illuminated how traditional civic education excludes and distorts Black citizenship and civic identities. The chapter argues that a combination of a safe space for honest, sometimes contentious, dialogue and opportunities to take meaningful civic action empowers students to develop a counter-narrative of Black citizenship in which they are engaged and liberated agents of change. The chapter underscores the need for deliberate planning and a clear understanding of what is and what is not explicitly permitted by law or school policy to ensure bold steps can be taken towards emancipatory outcomes for students.
