scholarly journals Education for Black Liberation

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Krystal Strong ◽  
R. Nanre Nafziger
Keyword(s):  
Social Movements ◽  
Sunday School ◽  
Popular Education ◽  
Global South ◽  
Present Moment ◽  
Black Liberation ◽  
Intellectual Engagement ◽  
Pan African ◽  
Liberation Education ◽  
Education In Africa

Popular education has played a central role in Pan-African liberation struggles historically and in the present moment. In the period following African independence, social movements that emerged around and through education in Africa were informed by and in dialogue with related decolonial movements of the Global South. However, the specific contributions of Pan-Africanist revolutionaries to the broader philosophy and praxis of education for liberation is often under-appreciated. This paper explores this impact through Paulo Freire’s political and intellectual engagement with Pan-Africanist popular education movements, radical intellectuals, and broader revolutionary struggles. In considering Freire’s work in dialogue and practice with African revolutionary thinkers, this paper shows that, while Freire shaped elements of liberation education in Africa, he was also deeply shaped and influenced by the historical conditions of the time and key African revolutionaries who were struggling towards similar objectives. Additionally, we explore the continued salience of Freirean educational praxis in contemporary Pan-Africanist social movements, through the example of a present day online pedagogical experiment, the Pan-African Activist Sunday School and Solidarity Collective.

Generative pedagogies from and for the social production of habitat: Learning from HIC-AL School of grassroots urbanism

2021 ◽  
Author(s):  
Julia Wesely ◽  
Adriana Allen ◽  
Lorena Zárate ◽  
María Silvia Emanuelli
Keyword(s):  
Latin America ◽  
Participant Observation ◽  
Popular Education ◽  
Global South ◽  
Generative Learning ◽  
Social Production ◽  
The Social ◽  
History Of ◽  
Depth Interviews

Re-thinking dominant epistemological assumptions of the urban in the global South implies recognising the role of grassroots networks in challenging epistemic injustices through the co-production of multiple saberes and haceres for more just and inclusive cities. This paper examines the pedagogies of such networks by focusing on the experiences nurtured within Habitat International Coalition in Latin America (HIC-AL), identified as a ‘School of Grassroots Urbanism’ (Escuela de Urbanismo Popular). Although HIC-AL follows foremost activist rather than educational objectives, members of HIC-AL identify and value their practices as a ‘School’, whose diverse pedagogic logics and epistemological arguments are examined in this paper. The analysis builds upon a series of in-depth interviews, document reviews and participant observation with HIC-AL member organisations and allied grassroots networks. The discussion explores how the values and principles emanating from a long history of popular education and popular urbanism in the region are articulated through situated pedagogies of resistance and transformation, which in turn enable generative learning from and for the social production of habitat.

Chitown Loves You

2019 ◽  
Vol 31 (2) ◽  
pp. 127-146 ◽  
Author(s):  
George Villanueva
Keyword(s):  
Social Movements ◽  
Hip Hop ◽  
Textual Analysis ◽  
Presidential Campaign ◽  
Black Liberation ◽  
Campaign Rhetoric ◽  
Communities Of Color ◽  
Structural Resistance ◽  
Contextual Understanding ◽  
The City

Donald Trump’s 2016 presidential campaign rhetoric about violence in Chicago spatialized a narrative that branded the city as the poster child of urban disarray. His bombast lacked any contextual understanding of the issue and offered no productive pathways for collective solutions. Alternatively, I argue in this paper that a rising collection of Chicago hip hop artists were producing musical discourses in 2016 that not only challenged Trump’s negative rants, but also spatialized a multilayered narrative of the intersections between hip hop and activism in the city. Through textual analysis of three tracks from three breakout artists in 2016, my goal is to show how hip hop enables audiences to imagine Chicago’s 1) structural resistance to violence in the city’s communities of color, 2) a sense of place and belonging among the city’s youth, and 3) a loving and unapologetic “black liberation” lens to social movements in the city.

“Mau Mau are Angels … Sent by Haile Selassie”: A Kenyan War in Jamaica

2020 ◽  
Vol 62 (4) ◽  
pp. 714-744
Author(s):  
Myles Osborne
Keyword(s):  
Direct Contact ◽  
Black Power ◽  
Black Liberation ◽  
Mau Mau ◽  
Pan African ◽  
Alternative Method ◽  
Marcus Garvey ◽  
Pan Africanism ◽  
The Caribbean ◽  
The Impact

AbstractThis article traces the impact of Kenya's Mau Mau uprising in Jamaica during the 1950s. Jamaican responses to Mau Mau varied dramatically by class: for members of the middle and upper classes, Mau Mau represented the worst of potential visions for a route to black liberation. But for marginalized Jamaicans in poorer areas, and especially Rastafari, Mau Mau was inspirational and represented an alternative method for procuring genuine freedom and independence. For these people, Mau Mau epitomized a different strand of pan-Africanism that had most in common with the ideas of Marcus Garvey. It was most closely aligned with, and was the forerunner of, Walter Rodney, Stokely Carmichael, and Black Power in the Caribbean. Theirs was a more radical, violent, and black-focused vision that ran alongside and sometimes over more traditional views. Placing Mau Mau in the Jamaican context reveals these additional levels of intellectual thought that are invisible without its presence. It also forces us to rethink the ways we periodize pan-Africanism and consider how pan-African linkages operated in the absence of direct contact between different regions.

scholarly journals Educação Popular, educação libertária e os movimentos sociais como meios de insurgência e resistência em nossas terras

2018 ◽  
pp. 163-188
Author(s):  
Noelia Rodrigues Pereira Rego
Keyword(s):  
Social Movements ◽  
Latin America ◽  
Popular Education ◽  
Theory And Practice ◽  
Palabras Clave ◽  
Resis Tance ◽  
America Latina ◽  
The Many ◽  
Sobre Todo ◽  
Movimientos Sociales

Falar de Educação Popular é tentar entender suas várias atuações e seus vários braços que historicamente atuam na reconstrução e no resgate de saberes que foram historicamente silenciados e marginalizados. É, sobretudo, a partir da América Latina que a Educação Popular toma forma, consolida-se e se firma. Fruto de experiências de luta, sobretudo no bojo dos movimentos sociais, ela carrega em sua base uma conjunção entre teoria e prática que é sua própria construção metodológica. É na perspectiva autopoietica e mambembe em que se ancora, portanto, para tentar explicitar os muitos caminhos e as bifurcações pelas quais até hoje a Educação Popular vem se consolidando como uma outra pedagogia. Na régua que mede quem pode mais e quem pode menos no cenário de uma sociedade desigual, a Educação Popular surge como uma alavanca de insurgência radical em conjunto com pedagogias outras (a libertária é uma delas), que tratam de quebrar paradigmas e enxergar saberes de povos tradicionais e populares como categorias científicas e legítimas de epistemologias, até então estigmatizadas e inferiorizadas. O insurgir-se e o resistir se ancoram nessas perspectivas como uma questão de sobrevivência. Palavras-chave: Educação Popular. Educação libertária. Movimentos sociais. Re-sistência. Insurgência. Popular Education, libertarian education and social movementsas means of insurgency and resistance in our lands AbstractTo speak of Popular Education is to try to understand its various activities and its various arms that historically act in the reconstruction and the rescue of knowledge that has been historically silenced and marginalized. It is, above all, from Latin America that Popular Education takes shape, is consolidated and is signed. As a result of experiences of struggle, especially in the bosom of social movements, it carries at its base a conjunction of theory and practice, which is its own methodological construction. It is in the autopoietic and mambembe perspective that we anchor ourselves, therefore, to try to make explicit the many paths and bifurcations by which the Popular Education has been consolidating itself as another pedagogy. In the rule that measures who can more, who can less in the scenario of an unequal society the Popular Education emerges as a lever of radical insurgency in conjunction with other pedagogies, the Liberation is one of them, that try to break paradigms and to see the knowledge of traditional and popular as scientific and legitimate categories of epistemologies, hitherto stigmatized and inferiorized. Insurgence and resistance are anchored in these perspectives as a matter of survival. Keywords: Popular Education. Libertarian education. Social movements. Resis-tance. Insurgency. Educación Popular, educación libertaria y los movimientossociales como medios de insurgencia y resistencia en nuestrastierras ResumenHablar de Educación Popular es intentar entender sus varias actuaciones y sus varios brazos que históricamente actúan en la reconstrucción y en el rescate de saber que fueron históricamente silenciados y marginados. Es, sobre todo, a partir de América Latina que la Educación Popular toma forma, se consolida y se firma. Fruto de experiencias de lucha, sobre todo en el seno de los movimientos sociales, lleva en su base una conjunción entre teoría y práctica que son su propia construcción metodológica. Es en la perspectiva autopoiética y mambembe que nos anclamos, por lo tanto, para intentar explicitar los muchos caminos y bifurcaciones por las que hasta hoy la Educación Popular se viene consolidando como una pedagogía otra. En la regla que mide quién puede más, quien puede menos en el escenario de una sociedad desigual, la Educación Popular surge como una palanca de insurgencia radical en conjunto con pedagogías otras, la Libertad es una de ellas, que tratan de romper paradigmas y ver saber de pueblos tradicionales y populares como categorías científicas y legítimas de epistemologías, hasta entonces estigmatizadas e inferiorizadas. El insurgir y el resistir se anclan en esas perspectivas como una cuestión de supervivencia. Palabras clave: Educación popular. Educación libertaria. movimientos sociales.Resistencia. Insurgencia.

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