A Framework for Cemetery-Based Education

This qualitative study explores how historically Black cemeteries function as dynamic sites of place-based education for teaching Black history and enacting social studies curriculum. Building on a prior study examining two educators who engage in cemetery-based education in west central Florida, this project expands the study to include the perspectives of community members who work or volunteer with historically Black cemeteries in Louisiana and Georgia. While earlier research focused primarily on teacher candidates’ instructional design, this study widens the scope to include cemetery stewards as educational partners for community members and schools. Data were collected through three semi-structured interviews with six adult participants, including an on-site walking interview. Additional sources include researcher field observations and archival research to contextualize each site’s historical development and community role. Findings suggest that historically Black cemeteries can serve not only as sites of remembrance but also for civic education. Participants described intentional strategies for fostering student and community engagement and challenging historical barriers. This study contributes to scholarship on place-based education and cemetery-based education, expanding understandings of where learning can occur. Furthermore, the researcher posits a framework for educators and cemeteries to engage the community and schools in cemetery-based education based on the study’s findings.