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The discussion argues that schools operate as sites of surveillance, dispossession, and enclosure, repeatedly failing Black children despite claims of justice. Panelists analyze harms enacted through discipline, curricula, tracking, and normative learning concepts, then (re)imagine Black educational futurities grounded in restoration, healing, and transnational solidarity. The conversation also highlights experiences and initiatives connected to the Winnie Mandela Pan-Africanist School.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-future-of-education-moderated-panel-discussion-the-future-of-education/594917/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-future-of-education-moderated-panel-discussion-the-future-of-education/594917.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What premise shaped the panel’s discussion about education and schools?","Question",{"text":112,"@type":113},"The panel began from the idea that school and schooling have been built on foundations of anti-Blackness, which supports state surveillance, dispossession, and enclosure and positions schools as sites of Black suffering.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the panelists describe the ways harm occurs in and through schooling?",{"text":117,"@type":113},"They describe harm enacted through practices such as school discipline, anti-Black curricula, school tracking, and enforcing normative concepts of learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the panel propose as pathways beyond anti-Black state violence in education?",{"text":121,"@type":113},"The panel suggests (re)imagining Black educational futurities, centering restoration and healing, and relying on transnational solidarity in thought and action, including envisioning safer school spaces centered on care.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594917,1792190611,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nThe Future of Education: Black Life and Our Classrooms A Moderated Panel Discussion  \nPermalink  \n[https://escholarship.org/uc/item/9s24s9tz](https://escholarship.org/uc/item/9s24s9tz)  \nJournal  \nBerkeley Review of Education, 9(1)  \nAuthors  \nGordon, C. Darius  \nSilva dos Santos, Andreia Beatriz Onã Walê Borges dos Santos, Onirê et al.  \nPublication Date  \n2019  \nDOI  \n10.5070/B89146429  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nRunning head: THE FUTURE OF EDUCATION  \nThe Future of Education: Black Life and Our  \nClassrooms A Moderated Panel Discussion  \nModeration/Introductory Analysis:  \nC. Darius Gordon  \nPanelists:  \nCherrish Cook  \nMuwazu Chisum-Misquitta Onirê Onã Walê Borges dos Santos Andreia Beatriz Silva dos Santos  \nThis piece is an abridged version of a panel discussion that was part of the symposium on Anti-Black State Violence Across the Americas: Power and Struggle in Brazil and the U.S., held at UC Berkeley on February 20–22, 2019, and organized by the LUTA Initiative, a coalition of scholars invested in facilitating international dialogue about racialized state violence across the Americas. The conversation featured Cherrish Cook and Muwazu Chisum-Misquitta (Berkeley High School Student Activists, United States) in conversation with Onirê Onã Walê Borges dos Santos and Andreia Beatriz Silva dos Santos (React or Die/Winnie Mandela Pan-Africanist School, Salvador da Bahia, Brazil) . C. Darius Gordon moderated the panel (Editor, Berkeley Review of Education, Graduate School of Education, UC Berkeley). Alejandro Reyes performed transcription and translation for this article. For more information on the LUTA Initiative, the symposium, and a full video of this panel discussion with English and Portuguese subtitles, visit [https://lutainitiative.wordpress.com/](https://lutainitiative.wordpress.com/)  \n1 Correspondence concerning this article should be addressed to: C. Darius Gordon . Email: [dariusgordon@berkeley.edu](dariusgordon@berkeley.edu)  \n.  \nTHE FUTURE OF EDUCATION  \n(Re)imagining Education in the Face of Anti-Black State Violence  \nThis panel started from the premise that our very notions of school and schooling have been built upon foundations of anti-Blackness used as tools for state surveillance, dispossession, and enclosure, which regularly situates schools as sites of Black suffering (Dumas, 2014 ; Sojoyner, 2016 ; Vargas, 2018) . As such, schools repeatedly fail Black children and their communities despite their promises of a just, fair, and equitable system. Rather than engaging with the school as a neutral site of uncontested material and ideological politics, this panel contended with the (re)production of anti-Black violence enabled by the states’ neglect of the educational needs of Black communities as well asthe violence that occurs in and through schooling as a state project. The panelists explored the ways that harm is enacted upon Black children and their communities through practices such as school discipline, anti-Black curricula, school tracking, and enforcing normative concepts of learning. Beyond naming schooling as an oftenoverlooked form of state violence, this panel (re)imagines Black educational futurities and the possibilities of their manifestation by sharing proposals for educational spacesand practices that seek restoration and healing in the midst of anti-Black state violence.  \nThe panel’s discourse relied on an understanding of anti-Blackness as a fundamentally transnational structure. Encouraging us to think beyond the limits of borders, the panelists highlighted the similarities in their educational experiences and desires in order to reveal the global nature of anti-Blackness as it manifests in education. The panel suggested new avenues for how we might understand both the problems and the strategies of resistance to educational structures","cbCailzhSmxPojy6","https://ap.wps.com/l/cbCailzhSmxPojy6","pdf",360505,"English","# (Re)imagining Education in the Face of Anti-Black State Violence\n## Anti-Blackness as a transnational structure\n## Proposals for educational spaces and practices\n## Winnie Mandela Pan-Africanist School case discussion","[{\"question\":\"What premise shaped the panel’s discussion about education and schools?\",\"answer\":\"The panel began from the idea that school and schooling have been built on foundations of anti-Blackness, which supports state surveillance, dispossession, and enclosure and positions schools as sites of Black suffering.\"},{\"question\":\"How do the panelists describe the ways harm occurs in and through schooling?\",\"answer\":\"They describe harm enacted through practices such as school discipline, anti-Black curricula, school tracking, and enforcing normative concepts of learning.\"},{\"question\":\"What does the panel propose as pathways beyond anti-Black state violence in education?\",\"answer\":\"The panel suggests (re)imagining Black educational futurities, centering restoration and healing, and relying on transnational solidarity in thought and action, including envisioning safer school spaces centered on care.\"}]","The Future of Education - Moderated Panel Discussion - The Future of Education | PDF",1792080088]