“Listen to the Blood”: Du Bois, Cultural Memory, and the Black Radical Tradition in Education

“The Steep Edge of a Dark Abyss”: Mohonk, White Social Engineers, and Black Education

“…For Du Bois, the history and heritage of people of African ancestry existed and functioned as primary sites of memory, historiography, meaning-making, and psychocultural liberation. A Du Boisian lens, therefore, is most effective for interrogating the sociopolitical and sociocultural conditions of Black life (Du Bois, 1903Bois, , 1935Kazembe, 2019), particularly as informed and shaped by centuries of enslavement, Jim Crow racial terrorism, material dispossession, and White supremacy racism.…”

“…In addition, other aspects of Du Boisian radical thought and critique call for unapologetic development and materialist articulation of Black agency (Du Bois, 1903Bois, , 1973Kazembe, 2019), insistence on and leveraging of Pan-African identity (Du Bois, 1965), and a nourishing and flourishing of African global consciousness as the touchstones for mental and physical liberation (Du Bois, 1920Bois, , 1950. For Du Bois, Black agency, Pan-African identity, and African global consciousness were sentient and required constant activation of Black cultural memory in order to stimulate educational and pedagogical imagination.…”

Introducing Curricular and Pedagogical Resuscitation (CPR): A Black Approach to Reviving the Self and Collective through Social Studies

“…Finally, CPR helps to revitalize the mind by providing a connection and relevance of the past to present-day issues. This ideology and enactment of Sankofa (metaphorical symbol and principle of the Akan people of Ghana stressing the importance seizing past knowledge to make present-day progress) allows for the Black experience to be a site of inquiry, theorizing, and intellectual liberation (Kazembe, 2018). The discourse of culturally relevant teaching includes more than ways of thinking and producing meaning—it ultimately “constitute(s) the nature of the body, unconscious mind and emotional life of the subjects they seek to govern” (Weedon, 2004 p. 108).…”