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A volume in New Directions in Educational Leadership:
Innovations in Research, Teaching, and Learning
Series Editors Noelle Witherspoon-Arnold
While nation engages in debates concerning central issues of religion and religious diversity in
education, the historic saliency of religion and spirituality in the Black community and in the
education of its children continues to be largely ignored. Historically, religion and spirituality
were foundational to the development and understanding of social justice issues, including, but
not limited to, issues of protest, community up-lift, notions of care, and anti-oppression. Taking
into account the historical significance of religion and spirituality in the Black community, it is
essential for education scholars to cultivate these long-standing connections as a means for advancing contemporary struggles for social
justice, religiosity in education, and counter-hegemonic praxis.
The purpose of this book is to expand our understanding of spirituality and religion as related to the p-20 schooling of Blacks students.
Educational scholarship continues to explore the workings of social justice to ameliorate inequities for those who have not been well
served in schools. Although the concept of social justice remains a somewhat inchoate term in educational literature, this book seeks to
explore the historicity of religion and spirituality while offering a scaffold that links ordinary everyday acts of justice, religion, and
spirituality in education to a culture that systematically and institutionally assaults the worth of Black students. It is important to note
that this book is grounded in a broad concept of religion and spirituality and the editors seek to be inclusive of all types, styles, and
traditions of religiosity and spirituality.
About the author
Noelle Witherspoon Arnold, University of Missouri, USA; Melanie C. Brooks, University of Idaho, USA; Bruce Makoto Arnold, Louisiana State University, USA.
