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<p>The COVID-19 pandemic in the summer of 2020 coincided with significant social unrest following the state killings of George Floyd and Breonna Taylor. This period saw widespread protests against systemic racism and police brutality, leading to various corporate and institutional responses, including those in the public education sector. Many charter schools that once upheld harmful punitive rules and policies known as “no excuses” did away with them, rebranding and adopting anti-racist policies and practices as a step toward repair. This article examines how Black students and their teachers in an urban charter school in a Midwestern metropolitan city navigated the neoliberal shifts and challenges of corporate considerations in the wake of anti-Black policies and practices. Given the current political moment and ongoing legislative attacks on educational freedoms, understanding how Black students and their teachers in urban contexts create liberatory spaces amidst ideological changes in education while also confronting the legacies of anti-Blackness that shape them is imperative. This study contributes to existing knowledge on educational reform, particularly those affecting Black (liberatory) learning spaces, while also proposing strategies and possibilities for creating more equitable, supportive, and transformational educational environments.</p>

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Beyond No-Excuses: Wake Work and Anti-Racist Policies in Urban Charter Schools

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月27日

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  • British Reynolds

摘要

The COVID-19 pandemic in the summer of 2020 coincided with significant social unrest following the state killings of George Floyd and Breonna Taylor. This period saw widespread protests against systemic racism and police brutality, leading to various corporate and institutional responses, including those in the public education sector. Many charter schools that once upheld harmful punitive rules and policies known as “no excuses” did away with them, rebranding and adopting anti-racist policies and practices as a step toward repair. This article examines how Black students and their teachers in an urban charter school in a Midwestern metropolitan city navigated the neoliberal shifts and challenges of corporate considerations in the wake of anti-Black policies and practices. Given the current political moment and ongoing legislative attacks on educational freedoms, understanding how Black students and their teachers in urban contexts create liberatory spaces amidst ideological changes in education while also confronting the legacies of anti-Blackness that shape them is imperative. This study contributes to existing knowledge on educational reform, particularly those affecting Black (liberatory) learning spaces, while also proposing strategies and possibilities for creating more equitable, supportive, and transformational educational environments.