THRIVING OR SURVIVING IN NEW YORK CITY: THE BLACK TEACHER EXPERIENCE IN THE 21ST CENTURY

Abstract

This study aims to explore the experiences of Black teachers in New York City within the context of neoliberal urban reforms. It seeks to understand how these teachers articulate their ideas of freedom in the classroom and how neoliberal policies such as gentrification and accountability affect their experiences. By centering the voices and experiences of Black teachers, the study aims to shed light on the complex relationship between race, economics, and liberation, ultimately informing policy and systemic solutions informed by their insights. The literature on Black teachers in both the North and South regions, spanning historical and contemporary contexts, reveals systemic challenges rooted in racial and economic policies. These issues, historically known as slavery and Jim Crow, have evolved into contemporary manifestations under neoliberalism. Neoliberal ideologies exacerbate disparities for Black educators, leading to displacement, job insecurity, and underrepresentation. Prioritizing market-oriented approaches in education exacerbates inequalities and weakens community connections. Gentrification worsens these challenges by displacing long-time residents, including Black teachers, favoring corporate interest over community needs and wants. The study’s framework integrates Critical Race Theory (CRT) with an emancipatory perspective, emphasizing legal, subjective, and socio-economic liberation to understand the experiences of Black teachers in New York City. Drawing from CRT’s focus on normalizing racism and storytelling, the study aims to illuminate the complexities of racism and liberation. The methodology employs qualitative research techniques, primarily in-depth interviews, to capture the diverse voices within the Black teaching community. Sixteen teachers were interviewed. The findings reveal Black teachers’ deep commitment to teaching as a contribution to liberation, emphasizing the importance of representation in schools for both students and educators. Despite challenges such as affordable housing and accountability, Black teachers aspire to go beyond mere survival, seeking authentic representation, connection, and leadership opportunities within educational institutions. Addressing the challenges faced by Black teachers requires transformative approaches that center their voices and experiences, challenge systemic inequalities perpetuated by neoliberalism, and prioritize equity, justice, and empowerment.