Abstract

In this qualitative case study, we examine how one alternative school in the Northeastern United States has used liberatory pedagogies to re-engage students in learning. This school provides one example of a small learning environment that seeks to center Black and Latinx students in pedagogy, curriculum, and student–teacher relationships. We begin by delving into broader conceptualizations of culturally sustaining teaching and liberatory praxis. Through interviews with alumni, current teachers, and administrators, as well as focus groups with all current students and a Youth Participatory Action Research (YPAR) project, we identify key components of the program that have allowed for transformative educational experiences. Three key themes were found through this research, which are envisioned as components of a model of liberatory pedagogy: (1) teacher values and practices; (2) deep relationships with students; and (3) critical consciousness while promoting racial/ethnic pride. The findings provide a framework for schools, both traditional and alternative, seeking to teach through a culturally sustaining lens. We conclude with recommendations about how these findings can be more broadly applied.