By Obi Eneh

Abstract

In 2020, Connecticut became the first U.S. state to require all public high schools to offer Black and Latinx studies. This monumental decision has raised a fair amount of concern over what constitutes effective and conscionable teaching practices for Black and Latinx studies at the classroom level. In this paper, I propose several teaching strategies, all grounded in critical, dialectical, and responsive theories of pedagogical praxis. I deliberate on the strengths and potential weaknesses of each approach with equal attention, and at the end of each section I offer some examples of how these strategies can be applied in the classroom. I conclude by restating how important Black and Latinx studies are in facilitating the reimagining of educational practice and classroom pedagogies throughout Connecticut. 

Keywords: culturally relevant pedagogy, problem-posing education, multiculturalism, interculturalism