ABSTRACT

This article suggests pedagogical naming matters to the education of Black people. It refuses the idea of a universalist pedagogy for all, and thereby unmasks that which has been rendered invisible in teaching and learning, i.e., the Black self—so as to recover it so that it might be nurtured. In doing so, the article illuminates an important set of elements that a pedagogy for Black people must possess—such as a rootedness in a freedom that goes beyond justice; the development of critical consciousness, or “wokeness”; and a value for Black life and Black lives—answering Dumas“s(2010) question, what is ‘Black” in Black education? It concludes by suggesting that Black education must hold in place the possibility for Black futures without clinging to ”an organic Black conservativism” that mythologizes and tragically over–romanticizes a fictive Black past. Thus, even when looking back, a pedagogy for Black people must always peer forward while simultaneously resisting the impulse for erasure, where race gets lost in the muddling stew of pluralism, or what is considered here to be false collectivism. By this, a pedagogy for Black people is about Black people, useful for the social, emotional, intellectual, physical, and political emancipation of not only the bruised Black body but also the tethered Black souls.

摘要

本文提出了教育命名问题对黑人的教育。它拒绝所有人都采用普遍主义教学法的思想，从而揭露了那些在教学和学习中变得不可见的东西，即黑人自我，以便对其进行恢复，以便加以培育。在此过程中，本文阐述了黑人教育学必须具备的一系列重要要素，例如对超越正义的自由的植根；批判意识或“觉醒”的发展；以及黑人生活和黑人生活的价值-回答杜马斯（2010）的问题，黑人教育中的“黑人”是什么？它的结论是，黑人教育必须保持黑人未来的可能性，而不能坚持“有机的黑人保守主义”，这种神话化地并悲剧性地夸大了虚构的黑人过去。因此，即使回头看，黑人的教学法也必须始终向前看，同时还要抵制擦除的冲动，在种族主义的混乱炖煮中种族迷失了方向，或者在这里被认为是错误的集体主义而迷失了种族。通过这种方式，针对黑人的教学法是关于黑人的，不仅对受伤的黑人身体而且对受束缚的黑人灵魂都有社会，情感，思想，身体和政治解放的帮助。黑人的教学法必须始终凝视前方，同时抵制擦除的冲动，种族在混乱的多元主义或所谓的错误集体主义中迷失了种族。通过这种方式，针对黑人的教学法是关于黑人的，不仅对受伤的黑人身体而且对受束缚的黑人灵魂都有社会，情感，思想，身体和政治解放的帮助。黑人的教学法必须始终凝视前方，同时抵制擦除的冲动，种族在混乱的多元主义或所谓的错误集体主义中迷失了种族。通过这种方式，针对黑人的教学法是关于黑人的，不仅对受伤的黑人身体而且对受束缚的黑人灵魂都有社会，情感，思想，身体和政治解放的帮助。