ABSTRACT
In this chapter, the author wants to introduce two paradigm shifts in the way we conceive of Black education, and conceptualize what it means to be a Black student in US public schools. The first is what the author was calling the afterlife of school segregation. The second is Black educational fugitive space, which has grown out of the author’s own experiences as a Black girl in US public schools and university, and in her own praxis as a teacher of Black children and as a researcher with Black students, educators, and families. The author proposes Black educational fugitive space manifests as both departure and refuge from the gratuitous violence of the afterlife of school segregation, and spawns the possibilities for rebirth and resistance. She offers some initial thoughts that might aid us in conceptualizing Black educational fugitive space, and serve as an invitation for further inquiry and collective thought.
