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] |
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| Database: | Education Research Complete |
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