African-American Cultural Knowledge and Liberatory Education

Abstract

African-American scholars, although marginalized, can still disseminate liberatory education by using cultural knowledge as a form of discourse. It is argued that African-Americans, other people of color, and those committed to moving toward a democratic society, must counter Anglohegemony by continuing to employ liberatory and emancipatory pedagogy in schools and other learning institutions and situations. These actions pose a challenge to the cultural hegemony of American frames of reference, particularly as they pertain to the education of the polity. The author provides examples of lenses of "the other" and examines the implications of using these other lenses for educational liberatory efforts.