Affiliation:
1. Altura Collaborative, USA
Abstract
Drawing from 19th and 20th century Black intellectuals and contemporary education scholars, this chapter is placed within the context of critical race theory in education, Black revolutionary change, and Afrocentricity as a method to show how what the author calls radical pedagogy can help to create more equitable outcomes for Black students. This chapter is placed in the paradigm of a survivalist perspective, which as a theoretical philosophy maintains Blacks have prevailed in sustaining their African roots, culture, and identity. Combining learnings from leading scholars, this chapter serves as a primer for educators looking for a set of guidelines that can disrupt what is happening in schools offering a route to the decolonization of these experiences for Black students.
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