Extant historical writings focused on Human Resource Development have generally centered white perspectives and have failed to substantively grapple with the historical experiences of racially minoritized people, leaving the field without an adequate foundation from which to address recent calls for racial inclusivity. This paper begins the process of addressing these concerns by analyzing autobiographical writings of Fredrick Douglass, a formerly enslaved African American. We situate this examination in both the broader historiography of U.S. enslavement and relevant HRD theory regarding race, diversity, and Black experiences in the workplace. The purpose of this paper is to initiate a discussion on the relevance of the institution of U.S. slavery to the history of HRD; we argue that studying formally enslaved people offers valuable lessons about resisting dehumanization in contemporary workplaces.

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This article addresses Black women graduate students' educational labor in higher education teacher training programs. We ground this reflective account of our respective teaching praxis in the educational betrayal we endured as younger students, connecting it to our engagement of Black feminist pedagogy. We illustrate how this praxis empowered us as undergraduate educators to implement pedagogies of equity and justice. Employing a structured vignette analysis framework, we draw on a Black feminist paradigm and Black feminist autoethnography to examine field notes of our teaching praxis. These two field notes, one from Francena and one from ArCasia, demonstrate challenges that emerged in our instruction of mostly white undergraduates. Despite the precarious nature of our political and professional positions, we discuss why working toward an anti‐oppression praxis remains our ultimate pedagogical aim.

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PurposeThis paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process.Design/methodology/approachGuided by critical race theory, I used historical and oral history methods to address the question: In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures.FindingsBlack girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude.OriginalityMy main contribution is the concept of tacit curriculum, which I identified through the lens of former Black girl students, whose experiences spoke to Black students' experiences more widely. It also offers Black females' firsthand perspectives of the school desegregation implementation process in Texas, a perspective, a process, and a place heretofore underexamined in history of education scholarship.

This article addresses the role of community learning within social movements and the fight for social justice and human rights. To understand contemporary social movements and their role in community learning and advocacy for social change, it is essential to contextualize them within the long history of Black women's activist labor and accomplishments. The #BLM movement is presented as a continuation of Black women's longstanding inclusive activism, punctuated by the Abolition, Suffrage, Civil Rights, and modern feminist movements. It highlights the efforts of specific Black women community leaders in creating counterpublics that make claims to power and work to change the status quo. Black women, through their inclusive, community‐based activist endeavors, continue to carve out fugitive spaces and counterpublics where counternarratives are actively generated to fight for a more equitable and inclusive democracy that serves all. This article conceptualizes the role of adult education in social movements and transformative change.

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