Library response to Black Liberation Collective: a review of student calls for change and implications for anti-racist initiatives in academic libraries

PurposeIn September 2015 protests erupted at the University of Missouri following a series of racist incidents on campus and culminating in the resignation of the university president in November 2015. In solidarity with the protests student activists at universities across the United States and Canada organized into the Black Liberation Collective and held the first #StudentBlackoutOut day of protests on university campuses on November 15 followed by the publication of lists of demands to over 80 colleges in 28 states, the District of Columbia and Canada in the hopes of creating more-equitable and inclusive institutions. These demands shared similarity in requests for equity as those put forth during the Black Campus Movement of the late 1960s which led to the establishment of Black studies and cultural centers at colleges and universities. Academic libraries in particular were included with several demands to better serve the Black Indigenous People of Color (BIPOC) community.Design/methodology/approachWhile librarianship has largely been a historically White profession, libraries have undertaken many diversity and inclusion initiatives over the years. This article will examine seven case studies concerning college and university libraries addressing demands collated by the Black Liberation Collective in 2015. Six years out from the publication of the lists, we will evaluate statements issued by the libraries and posted on their websites, the promises that have been made to address inequities and the ensuing actions the libraries have taken to create a welcoming, inclusive community.FindingsThe authors examine seven institutions where demands from student activists speak directly to the library. We examine the library's response to make changes and subsequent actions.Originality/valueThe authors take a journalist approach to their research and examination of library responses.

Living at the Margins: Black Feminist Pedagogy as Transformative Praxis During the 1980s-1990s and Epistemic Exclusion in the 21st Century—Where Do We Go Now?

In this essay I argue that Black women who teach Black feminist pedagogy experience “epistemic exclusion” (Buchanan, 2020) while advocating for the intersections between three disparate contexts: their activism in their communities, the women’s movement, and their work as educators in postsecondary settings. The period examined is the 1980s–1990s. I consider the institutional challenges and limitations Black women have undergone as knowledge producers and teachers. While pushing the boundaries erected between university settings and the Black liberation movement taking place in their communities (Joseph, 2003), they were limited to a precarious status as Black women teaching within White-male dominated institutions. The trailblazing theoretical pedagogical insights Black feminists have advanced in their work as educators in postsecondary settings is discussed at length. Additionally, connections are made to the present-day struggle among Black feminists for inclusion within contemporary educational contexts (Evans-Winters & Piest, 2014; Mogadime, 2002, 2003; Wane, 2009, 2011).

Black theology versus black spirituality and black faith: The centrality of spirituality and faith in black theology of liberation in the South African context

Black theology, which is linked to black power in the context of the United States of America and black consciousness in the context of South Africa is often regarded as having nothing to do with spirituality, faith and salvation. It is often regarded by critics as radical, militant and political. In some circles its theological character is questioned. Advocates of liberation theology, past and present are accused of mixing religion with politics. The article traces the history of black theology, as part of liberation theology, which started in the 1960s in three contexts, namely Latin America, United States of America and South Africa. The article argues that spirituality, faith and salvation are central to black theology of liberation. The critical theological reflection that black theology of liberation is all about happens in the context of the spiritual journey of the poor believer and oppressed.Contribution: The contribution that this article makes is to serve as a corrective discourse that rebuts the mistaken accusation that black liberation theology has nothing to do with spirituality and faith. The article makes a direct link between spirituality and faith on the one hand and on the other hand liberating Christian praxis of the poor in their spiritual journey, in the context of South Africans as they struggle to liberate themselves amid poverty, service delivery struggles and COVID-19 and its implications.

Education for Black Liberation

Popular education has played a central role in Pan-African liberation struggles historically and in the present moment. In the period following African independence, social movements that emerged around and through education in Africa were informed by and in dialogue with related decolonial movements of the Global South. However, the specific contributions of Pan-Africanist revolutionaries to the broader philosophy and praxis of education for liberation is often under-appreciated. This paper explores this impact through Paulo Freire’s political and intellectual engagement with Pan-Africanist popular education movements, radical intellectuals, and broader revolutionary struggles. In considering Freire’s work in dialogue and practice with African revolutionary thinkers, this paper shows that, while Freire shaped elements of liberation education in Africa, he was also deeply shaped and influenced by the historical conditions of the time and key African revolutionaries who were struggling towards similar objectives. Additionally, we explore the continued salience of Freirean educational praxis in contemporary Pan-Africanist social movements, through the example of a present day online pedagogical experiment, the Pan-African Activist Sunday School and Solidarity Collective.

A matter of consciousness – Introducing Zora Neale Hurston and Katie G. Cannon

This article involves a close reading of two African American authors, Zora Neale Hurston, an acclaimed novelist and Katie Cannon, an influential theological ethicist. Texts from Steve Biko on black consciousness and from James Cone on liberation theology are used as methodological tools in trying to ascertain the degree to which Hurston and Cannon espouse a black (womanist) consciousness. A strong resonance of black consciousness will indeed be found in Hurston’s and Cannon’s texts. The conclusion drawn is that not only is there a resonance of black consciousness, but both writers also give proof of a black womanist consciousness that reveals new knowledge. Cannon’s oeuvre also begs the question of epistemological privilege. In addition, an animated critique is registered between these women scholars and male colleagues, in the world of fiction (Richard Wright) and academia (white European males).Contribution: This article demonstrates a link from South African black consciousness (Biko) to black womanist thinkers in the United States (Hurston and Cannon). A connection is also made between male, black liberation theology (Cone) and black womanist thinking, while expounding the womanist approach, liberated from (white) male dominance, on par with all others.

The Violence of Leadership in Black Lives Matter

Since the murder of Trayvon Martin in 2012, the United States has seen the coalescing of black protestors and activists along with their multiracial collaborators under the banner of Movement for Black Lives (M4BL). This struggle against racialized violence, police brutality, and white supremacy has been witnessed in myriad ways, with two of its most prominent “reactions” occurring in Ferguson, Missouri, and Baltimore, Maryland. Within this struggle, the organization Black Lives Matter (BLM) has chosen to follow a “leader-full” model that replaces traditional hierarchical forms of leadership for that of collaboration and decentralization. This chapter thus seeks to highlight the competing notions of centralized and decentralized leadership within black liberation movements to better understand this model. Using the works of Barbara Ransby, Patrisse Khan-Cullors, and Frantz Fanon, this work will explore forms of black leadership that articulate alternative modes of accountability, service, and well-being within the struggle for black livability.

Black Liberation and Indigenous Sovereignty

As part of a collective thinking project, article proposes that all Black Canadians move to Nova Scotia to set up a decolonial, anti-racist, non-patriarchal, abolitionist settlement. Recognizing the denial of the right to collective self-determination for Black Canadians, this article explores how Black Canadians can work in solidarity with Indigenous solidarity movements to correct the injustices of settler-colonialism.