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Abstract
Educational iconography stands as a largely under-theorized topic within schooling environment research. The purpose of this research study was to critically examine the ideological imposition of Progressive Era Eurocentric educational iconography on Black students with regard to race, place, and identity through the lens of Critical Race Theory. A qualitative research design that relied on an ethnographic case study methodology utilized semi-structured interviews, participant observations, and historical data analyses to contextualize the phenomenon under investigation. Research participants included Black former students and White former teachers from a Philadelphia public school that was built during the Progressive Era and was rich with examples of educational iconography. Findings indicated that both the Black students and White teachers lacked a critical consciousness with regard to the intent behind the inclusion of the imagery present on their school. Both groups readily identified deficiencies in the physical plant, but neglected to recognize and confront the White nationalist agenda present in the educational iconography due in part to the prevalence of colorblind social and pedagogical norms.