Making sense of the Trayvon Martin verdict: What does it say about justice and education?
Currently accepting submissions
The not guilty verdict of George Zimmerman for the death of Trayvon Martin generated intense and varied reactions, both in the United States and throughout the world. To some, the verdict is further evidence that the lives of African American men are disposable in this nation; yet others have asserted that George Zimmerman rightfully “stood his ground” when threatened. Discussions of the verdict have taken place in the media, in churches, on street corners, in barber shops, and numerous other venues. Historical parallels have been drawn to the tragic murder of Emmett Till, and others have connected the verdict to more recent incidents such as the deaths of Oscar Grant and Amadou Diallo. While the consequences of these verdicts have resurrected discussions of, and attention to, racial profiling and police brutality, little attention has been given to the impact that the Martin verdict, and its reverberations, has had on K-16 education. For our inaugural issue of PowerPlay in the Center for Innovation in Urban Education, we invite papers that address the experiences of students, teachers, families and communities as they deal with the aftermath of the Trayvon Martin case, relevant issues of police brutality, racial profiling, the ongoing criminalization of America’s youth, and the collective impact these realities continue to have on K-16 education. In an effort to expand the discourse around this issue all forms of scholarship are welcome including theoretical/conceptual papers, empirical studies, essays (including those by youth), reviews, photographs, and art.
Loyola is currently accepting submissions. Manuscripts should be sent to Robert W. Simmons III, Director, Center for Innovation in Urban Education, Loyola University Maryland, email@example.com. Authors are requested to adhere to PowerPlay submission guidelines.