Anti-blackness remains endemic to the U.S. social order. As such, scholars have used theories of anti-blackness to contextualize the harm and violence that many Black youth experience in school settings. In the current article, we discuss the psychological framework of radical healing for communities of color and the Community Healing and Resistance Through Storytelling framework to highlight how schools and educational systems can be reenvisioned to support Black students’ identities, well-being, and humanity. We review how the underlying psychological principles across these healing frameworks (i.e., critical consciousness, cultural authenticity and self-knowledge, collective memory, justice, community resistance, and radical hope) can be leveraged to promote positive academic, social, and psychological outcomes among Black youth. More broadly, we discuss how these principles can be used to center the humanity and brilliance of Black children and address the structurally embedded anti-blackness in education.

中文翻译：

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通过心理学方法解决教育中的反黑人问题，以实现种族和激进的治愈


反黑人仍然是美国社会秩序的特有现象。因此，学者们使用反黑人理论来将许多黑人青年在学校环境中经历的伤害和暴力置于背景中。在本文中，我们讨论了有色人种社区根治的心理框架和通过讲故事的社区治愈和抵抗框架，以强调如何重新构想学校和教育系统以支持黑人学生的身份、福祉和人性。我们回顾了如何利用这些治疗框架中的基本心理学原则（即批判意识、文化真实性和自我认识、集体记忆、正义、社区抵抗和激进希望）来促进黑人青年的积极学术、社会和心理结果。更广泛地说，我们讨论了如何利用这些原则来以黑人儿童的人性和才华为中心，并解决教育中结构性根深蒂固的反黑人问题。