Toward a New Critical Framework: Color-Conscious Political Morality and Pedagogy at Historically Black and Historically White Colleges and Universities.

Abstract

Jl' ow physically removed from the spaces of the historically black colleges and universities (HBCUs) but still politically and psychically invigorated by their historical legacy, we seek to center the radical presence of the HBCUs in definitions of and needs for critical literacy and anti-racist pedagogies at the American university (Brown and Freeman; Williams and Ashley). HBCUs have created a critical space in which the cultural identities of black college students have pedagogical consequence inside of the arenas of racial inequality in the United States (Allen; Brown and Davis; Fleming; Gasman; Ross). HBCUs have thus retooled higher education in the United States, and yet their less told stories of race and pedagogy remain under-theorized.