IntroductionL: Black, Educated, and Dreaming Otherwise.
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| Title: | IntroductionL: Black, Educated, and Dreaming Otherwise. |
|---|---|
| Authors: | Johnson, Shelton K.1 |
| Source: | Taboo: The Journal of Culture & Education. Spring2026, Vol. 24 Issue 2, p3-12. 10p. |
| Subject Terms: | *Black students, *Transformative learning, *Educational equalization, *Cultural identity, *African American students, Race-conscious policy |
| Geographic Terms: | United States |
| Abstract: | The article focuses on the paradox of Black education in the United States, examining how educational institutions have historically functioned both as sites of racial governance and as spaces where Black communities cultivate intellectual resistance and imaginative possibilities. It highlights the longstanding traditions of Black educational resistance, rooted in survival and collective knowledge outside formal schooling, and critiques the repeated failures of educational policies that promise opportunity but reinforce racial inequality. The discussion includes contemporary experiences of Black students, educators, and staff navigating predominantly white institutions, emphasizing pedagogies grounded in care, cultural affirmation, and creative expression. Central to the article is the concept of "dreaming otherwise," an intellectual practice through which Black communities critically engage with and imagine alternatives to oppressive educational structures, sustaining a tradition of transformative struggle and collective world-making. [Extracted from the article] |
| Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193789326 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193789326 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 3 Subjects: – SubjectFull: Black students Type: general – SubjectFull: Transformative learning Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Cultural identity Type: general – SubjectFull: African American students Type: general – SubjectFull: Race-conscious policy Type: general – SubjectFull: United States Type: general Titles: – TitleFull: IntroductionL: Black, Educated, and Dreaming Otherwise. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Johnson, Shelton K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10805400 Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: Taboo: The Journal of Culture & Education Type: main |
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