Reimagining Black Education: Personalized Learning and AI

By Darius Spearman (africanelements)

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Personalized Learning and AI

The future of education for Black students is being reimagined through personalized learning, especially with the integration of artificial intelligence (AI). John Peavy III, the founder of Radiant 7 Ventures, envisions a "Netflix-style" education model where learning is personalized, flexible, and available on demand (defendernetwork.com). This approach adapts to individual learning styles and addresses specific learning gaps. Personalized learning tailors the educational experience to meet the individual needs, preferences, and progress of each student. AI facilitates this by analyzing student data to adapt content, pace, and instructional strategies (pmc.ncbi.nlm.nih.gov).

Peavy's company is developing applications that create a knowledge base for students, allowing them to seamlessly switch between subjects, such as math, Spanish, and history, based on their immediate needs (defendernetwork.com). AI algorithms analyze student performance data to identify areas where a student requires additional support or more advanced challenges (pmc.ncbi.nlm.nih.gov). These apps go beyond standard curricula by considering students' life experiences, including past traumas and social determinants, to provide truly personalized learning (defendernetwork.com). AI can provide adaptive content, meaning the learning materials adjust in difficulty and type based on the student's real-time engagement and understanding (pmc.ncbi.nlm.nih.gov). AI-driven platforms can offer individualized feedback and recommendations, guiding students through their learning journey at their own pace (pmc.ncbi.nlm.nih.gov).

The "Netflix-style" education model refers to an on-demand, adaptive, and personalized learning experience, similar to how Netflix recommends content based on user preferences and viewing history (pmc.ncbi.nlm.nih.gov). This model provides on-demand access to a wide range of educational content, allowing students to learn at their convenience (pmc.ncbi.nlm.nih.gov). It incorporates adaptive content delivery, where the learning platform suggests or presents materials tailored to the student's individual learning path and progress (pmc.ncbi.nlm.nih.gov). Similar to Netflix's recommendation engine, this model uses algorithms to suggest relevant learning resources, activities, or next steps based on a student's past interactions and performance (pmc.ncbi.nlm.nih.gov).

Social determinants of health are non-medical factors that influence health outcomes, including education (pmc.ncbi.nlm.nih.gov). These include factors like socioeconomic status, access to quality education, neighborhood and built environment, and social and community context, all of which can create educational disparities (pmc.ncbi.nlm.nih.gov). Past traumas can significantly impact a student's ability to learn by affecting their cognitive function, emotional regulation, and engagement in school (pmc.ncbi.nlm.nih.gov). Students who experience trauma may struggle with concentration, memory, and executive function, making it difficult to absorb and retain new information (pmc.ncbi.nlm.nih.gov). Trauma can lead to increased anxiety, depression, and behavioral issues, which can manifest as disengagement, absenteeism, or disruptive behavior in the classroom, hindering the learning process (pmc.ncbi.nlm.nih.gov).

Community and Culture in Education

Community-based initiatives and cultural integration are crucial for addressing educational challenges faced by Black students. Tori Cofield, a veteran educator, advocates for creativity and culture to address educational challenges, encouraging partnerships between schools and local community agencies, such as churches and museums (defendernetwork.com). Community partnerships in education involve collaboration between schools, families, local organizations, and businesses to support student learning and well-being. These partnerships can provide resources, mentorship, and culturally relevant experiences (naacpldf.org). Community-based initiatives can provide additional resources and support for students, such as after-school programs, tutoring, and access to technology, which schools might not be able to offer independently (naacpldf.org).

Cofield emphasizes that understanding the community and the students' backgrounds is essential for success (defendernetwork.com). She also states that teachers should be mindful of how their perceptions of certain jobs or backgrounds can negatively impact students (defendernetwork.com). Dr. Brandon-Felder, a Black educator, highlights the importance of embracing heritage and reminds students that they "come from a line of brilliance," encouraging them to learn about the excellence they reflect (highlineschools.org). Culturally responsive teaching integrates students' cultural backgrounds, experiences, and perspectives into the curriculum and instructional practices. This integration improves outcomes for Black students by making learning more relevant, engaging, and affirming (pmc.ncbi.nlm.nih.gov). Partnerships with local cultural organizations can help integrate culturally relevant pedagogy into the curriculum, making learning more engaging and meaningful for students from diverse backgrounds (digitalcommons.nl.edu). By affirming students' cultural identities and valuing their unique perspectives, culturally responsive teaching can increase student engagement, motivation, and academic performance (naacpldf.org).

Black Agency and Literacy

The teaching of Black history should emphasize Black agency and self-efficacy. Dr. Lumumba Seegars believes Black youth must understand the history of Black agency in their struggle for liberation, rather than viewing their progress as something simply "given" to them (defendernetwork.com). In education, "agency" refers to a student's capacity to act independently and make choices about their learning. At the same time "self-efficacy" is their belief in their own ability to succeed in academic tasks (repositories.lib.utexas.edu). Seegars states that understanding Black people as the "central authors of our own stories" is crucial for developing a sense of self-efficacy and collective imagination for future possibilities (defendernetwork.com). Student agency involves empowering students to take ownership of their learning, set goals, and actively participate in decision-making processes related to their education (repositories.lib.utexas.edu). Self-efficacy is a student's confidence in their ability to master new skills, overcome challenges, and achieve academic success (naacpldf.org). Fostering both agency and self-efficacy can lead to increased motivation, persistence, and improved academic outcomes, particularly for students from marginalized groups (naacpldf.org).

Addressing the literacy crisis among Black children requires aggressive, community-based approaches. Educator and author Marsita Jordan describes the current situation as an "Education Emergency," calling for Black parents, mentors, and community leaders to take ownership of their children's education (defendernetwork.com). Jordan advocates for making books a norm in homes and communities through libraries (home or mobile) and establishing reading development and literacy centers in local community centers, barbershops, salons, and churches (defendernetwork.com).

Discipline and Surveillance Concerns

School discipline policies and surveillance technologies disproportionately impact Black students and should be challenged. Activist Tammie Lang Campbell warns that "AI safety tools" like facial recognition and vape detectors in schools often misidentify and disproportionately punish Black children, pushing them closer to the school-to-prison pipeline (defendernetwork.com). The "school-to-prison pipeline" describes the trend of pushing students, particularly those from marginalized groups, out of schools and into the criminal justice system through overly harsh disciplinary policies and practices (pmc.ncbi.nlm.nih.gov). This pipeline is fueled by zero-tolerance policies, increased police presence in schools, and subjective disciplinary actions that disproportionately affect Black students (pmc.ncbi.nlm.nih.gov). Surveillance technologies and punitive discipline methods contribute to the pipeline by criminalizing minor infractions and leading to suspensions, expulsions, and eventual contact with the juvenile justice system (repositories.lib.utexas.edu).

Campbell argues that when schools invest heavily in surveillance instead of counselors and teachers, it sends a message that "discipline is being valued more than development" (defendernetwork.com). Black educators emphasize the need to resist harsh discipline and promote understanding and respect for diverse students, recognizing how policies may invalidate Black students' humanity (ascd.org). Some public schools have adopted practices that resemble those of prisons, including the presence of armed police officers, security screening checkpoints, fingerprinting requirements, barbed-wire perimeters, and video surveillance (dokumen.pub). AI safety tools, particularly those used for surveillance or behavior monitoring, can misidentify Black students due to algorithmic bias stemming from unrepresentative training data or flawed design, leading to disproportionate negative consequences (pmc.ncbi.nlm.nih.gov). Facial recognition technology, a component of some AI safety tools, has been shown to have higher error rates for individuals with darker skin tones, leading to misidentification and false accusations (pmc.ncbi.nlm.nih.gov). AI systems trained on biased datasets, which may contain disproportionately negative data associated with Black individuals, can perpetuate and amplify existing societal biases in their outputs, such as flagging normal behavior as suspicious (pmc.ncbi.nlm.nih.gov).

Protecting Access and Cultivating Care

Protecting Black students' access to education requires addressing historical and ongoing systemic issues. Policies supporting privatization have been linked to "white flight" and anti-integration strategies, leading to de facto segregation in many schools by race and class (levelman.com). During segregation, Black students were removed from the classroom, highlighting a historical pattern of denying access (levelman.com). The legacy of segregation has led to racially isolated schools that are often underfunded and lack adequate resources, disproportionately impacting Black students (pmc.ncbi.nlm.nih.gov). Privatization efforts, such as charter schools and voucher programs, can sometimes exacerbate inequities by diverting resources from public schools and creating a two-tiered system that further disadvantages Black students in under-resourced communities (pmc.ncbi.nlm.nih.gov).

Educators must cultivate "radical care" and recognize the inherent brilliance and cultural wealth of Black students. By listening to Black students' accounts of their experiences, educators can gain richer insights into their needs, perceptions of teachers, and thoughts on race and racism (ascd.org). "Radical care" as a pedagogical approach centers empathy, respect, and cultural affirmation, going beyond traditional notions of care to actively challenge systemic inequities and promote the holistic well-being of students, particularly those from marginalized communities (repositories.lib.utexas.edu). Black boys possess intellect, wisdom, curiosity, and a deep desire to succeed in school, and educators should recognize their "deep funds of knowledge and a tremendous cultural wealth" (ascd.org). Understanding the various forces shaping Black students' lives, including their values, interests, ambitions, cultural traditions, family histories, and out-of-school learning opportunities, allows educators to leverage these resources in and out of the classroom (ascd.org). Radical care involves deeply understanding and responding to the unique needs and experiences of each student, acknowledging the impact of their social and cultural contexts (repositories.lib.utexas.edu). It emphasizes building strong, trusting relationships between educators and students, fostering a sense of belonging and psychological safety in the classroom (naacpldf.org). This approach actively challenges punitive disciplinary practices and instead promotes restorative justice and culturally affirming classroom management strategies (repositories.lib.utexas.edu).

ABOUT THE AUTHOR

Darius Spearman has been a professor of Black Studies at San Diego City College since 2007. He is the author of several books, including Between The Color Lines: A History of African Americans on the California Frontier Through 1890. You can visit Darius online at africanelements.org.