nach oben

Tipp

Vanguards in the Classroom: History and Lessons from the Black Panther Party’s Oakland Community School

verfasst von: Akin Abioye

Erschienen in: Journal of African American Studies | Ausgabe 4/2021

Abstract

This study examines the Black Panther Party Oakland Community School’s attempt to offer a liberatory education for its students. Drawing from Black intellectuals and contemporary education scholars, this study is placed within the context of critical race theory in education, Black revolutionary change, and Afrocentricity as a method to show how Black Radical ideologies may help to create more equitable outcomes for Black students. This study sits in contrast to much of the Anglo guided scholarship and examines pedagogy from a survivalist perspective, which as a theoretical philosophy maintains Blacks have prevailed in sustaining their African roots, culture, and identity. Using an intrinsic case study method, this study reviewed archival data highlight many of the radical practices deployed by the Black Panther Party that have yet to make it into mainstream schooling.

Vorheriger Artikel The Black Panther Intercommunal News Service and the Politics of Art

Nächster Artikel Writing Instruction at the Black Panther Party’s Oakland Community School

Harris (1993) suggested Whiteness was the “amalgamation of various European strains into an American identity [and] facilitated by an oppositional definition of Black as “other” (p. 1742). Conversely, Blumenbach created the term Caucasian to describe people in the Caucasus region who he proclaimed were “the most beautiful race of men” and White must be the “primitive color of mankind” (Blumenbach et al., 1865, p. 269). In turn, White has become the term to encompass all people of European descent. In protest of the denial of American identity to Blacks, this article returns Whiteness to its Anglo origins.

Hegemony is “the process by which we learn to embrace enthusiastically a system of beliefs and practices that end up harming us and working to support the interests of others who have power over us” (Brookfield, 2005, p. 93).

Excerpt from an unpublished speech titled Message to the grass roots delivered by Malcom X on December 10, 1963.

This reference come from Erika Huggins’ unpublished work The Liberations Schools, the Children’s House, the Intercommunal Youth Institute and the Oakland Community School.

Oakland Community School operated as a program of the Educational Opportunities Corporation incorporated in 1972 with the mission of “providing general and vocational educational opportunities to individuals, both adults and minors at the primary and secondary grade levels” (Black Panther Party 1972, p. 1).

This reference come from page 3 Erika Huggins’ unpublished work The Liberations Schools, the Children’s House, the Intercommunal Youth Institute and the Oakland Community School.

Alkebulan, P. (2007). Survival pending revolution: The history of the Black Panther Party. University of Alabama Press.

Andrews, K. (2014). Toward a Black radical independent education: Black radicalism, independence and the supplementary school movement. The Journal of Negro Education, 83(1), 5–14. CrossRef

Asante, M. K. (1990). Kemet, Afrocentricity, and knowledge. Africa World Press.

Asante, M. K. (1991). The Afrocentric idea in education. The Journal of Negro Education, 60(2), 170–180. CrossRef

Asante, M. K. (2003). Afrocentricity: The theory of social change. African American Images.

Bery, S. (2014). Multiculturalism, teaching slavery, and White supremacy. Equity & Excellence in Education, 47(3), 334–352. CrossRef

Black Panther Party. (1972). Articles of incorporation of educational opportunities corporation (M0864, Series 2, Box 28, Folder 13). Dr. Huey P. Newton Foundation Inc. Collection, 1968 -1994, Stanford University.

Black Panther Party. (1976). Social science overview (M0864, Series 2, Box 17, folder 6.). Dr. Huey P. Newton Foundation Inc. Collection, 1968 -1994, Stanford University.

Black Panther Party. (1977a). Curriculum Design (2 of 4) (M0864, Series 2, Box 17, Folder 4). Dr. Huey P. Newton Foundation Inc. Collection, 1968 -1994, Stanford University.

Black Panther Party. (1977b). EOC service programs (M0864, Series 2, Box 28, Folder 13). Dr. Huey P. Newton Foundation Inc. Collection, 1968 -1994, Stanford University.

Black Panther Party. (1978). OCS instructor handbook (M0864, Series 2, Box 17, Folder 2). Dr. Huey P. Newton Foundation Inc. Collection, 1968 -1994, Stanford University.

Black Panther Party. (1979). OCS parent brochure (M0864, Series 2, Box 17, Folder 1). Dr. Huey P. Newton Foundation Inc. Collection, 1968 -1994, Stanford University.

Black Panther Party. (1980a). OCS instructor handbook (M0864, Series 2, Box 17, Folder 1). Dr. Huey P. Newton Foundation Inc. Collection, 1968 -1994, Stanford University.

Black Panther Party. (1980b). Oakland community school begins 10th year. The Black Panther.

Blakeney, A. M. (2005). Antiracist pedagogy: Definition, theory, and professional development. Journal of Curriculum and Pedagogy, 2(1), 119–132. CrossRef

Blumenbach, J. F., Bendyshe, T., Flourens, P., Hunter, J., Marx, K. F. H., & Wagner, R. (1865). The anthropological treatises of Johann Friedrich Blumenbach ... Pub. for the Anthropological Society, by Longman, Green, Longman, Roberts, & Green.

Braa, D. (2016). Critical realism, neomarxist theory and critical pedagogy. Radical Pedagogy, 13(2).

Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. Jossey-Bass.

Bush, L. (1997). Independent Black institutions in America. A rejection of schooling, an opportunity for education. Urban Education, 32(1), 98–116. CrossRef

Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.

Dei, G. S. (2012). Indigenous anti-colonial knowledge as ‘heritage knowledge’ for promoting Black/African education in diasporic contexts. Decolonization: Indigeneity, Education & Society, 1(1), 102–119.

Du Bois, W. E. B. (1903). The souls of Black folk: Essays and sketches. A. C. McClurg.

Emdin, C. (2016). For White folks who teach in the hood... And the rest of y’all too: Reality pedagogy and urban education. Beacon Press.

Epstein, K. K. (2012). A different view of urban schools: Civil rights, critical race theory, and unexplored realities. Peter Lang.

Four Arrows. (2013). Teaching truly: A curriculum to indigenize mainstream education (3rd ed.). Peter Lang.

Freire, P. (1970). Pedagogy of the oppressed (20th Anniversary ed.). Penguin Books.

Gillborn, D. (2005). “Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform.” Journal of Education Policy 20, no. 4: 485–505

Harris, A. (2012). Critical race theory. Elsevier.

Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707. CrossRef

Hilliard, D. (Ed.). (2008). The Black Panther Party: Service to the people programs. University of New Mexico Press.

Hoffman, J. (1975). Reading, writing and fair fighting in the Oakland ghetto. Black Belt, 13(8), 40–41, 69–70.

Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Howard, T. C. (2013). How does it feel to be a problem? Black male students, schools, and learning in enhancing the knowledge base to disrupt deficit frameworks. Review of Research in Education, 37(1), 54–86. CrossRef

Huggins, E., & LeBlanc-Ernest, A. (2009). Revolutionary women, revolutionary education: The Black Panther Party’s Oakland Community School. In J. Theoharis & K. Woodard (Eds.), Want to start a revolution? Radical women in the Black freedom struggle (pp. 161–184). NYU Press.

Jones, C., & Gayles, J. (2008). The world is a child’s classroom: An analysis of the Black Panther Party’s Oakland Community School. In C. Payne & C. Strickland (Eds.), Teach freedom: Education for liberation in the African-American tradition (pp. 110–116). Teachers College Press.

Keisch, D. M., & Scott, T. (2015). U.S. education reform and the maintenance of White supremacy through structural violence. Landscapes of Violence, 3(3).

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. CrossRef

Matias, C. E., & Liou, D. D. (2015). Tending to the heart of communities of color: Towards critical race teacher activism. Urban Education, 50(5), 601–625. CrossRef

Milner, H. R. (2017). Where’s the race in culturally relevant pedagogy? Teachers College Record, 119(1). https://doi.org/10.1177/0895904804266640

Newton, H. P. (2009). Revolutionary suicide. Penguin.

OCLC: A Haven for the Black community. (1976, November 6). The Black Panther. It’s About Time.

Peck, C. (2001). “Educate to liberate” The Black Panther Party and political education [PhD Thesis]. Stanford University.

Phillips, M. (2014). The feminist leadership of Ericka Huggins in the Black Panther Party. Black Diaspora Review, 4(1), 187–221.

Rashid, K. (2012). Jacob H. Carruthers and the African-centered discourse on knowledge, worldview, and power. The Journal of Pan African Studies, 5(4).

Rhyne, K. (2017). Afrocentric curriculum in urban schools. Urban Education Research and Policy Annuals, 4(2), 45–57.

Seale, B. (1991). Seize the time: The story of the Black Panther Party and Huey P. Black Classic Press.

Shockley, K. G., & Frederick, R. M. (2010). Constructs and dimensions of afrocentric education. Journal of Black Studies, 40(6), 1212–1233. https://doi.org/10.1177/0021934708325517 CrossRef

Spencer, R. (2016). The revolution has come: Black power, gender, and the Black Panther Party in Oakland. Duke University Press.

Stovall. (2013). Against the politics of desperation: Educational justice, critical race theory, and Chicago school reform. In Critical Studies in Education (Vol. 54, pp. 33–43).

Stovall, D. (2006). Forging community in race and class: Critical race theory and the quest for social justice in education. Race, Ethnicity & Education, 9(3), 243–259. CrossRef

UNESCO. (1953). Monographs on fundamental education: The use of the vernacular languages in education (Vol. 8). UNESCO.

U.S. Department of Education. (n.d.). Overview and mission statement | U.S. Department of Education.

Williamson, J. A. (2005). Community control with a Black nationalist twist: The Black Panther Party’s educational programs. In W. H. Watkins (Ed.), Black protest thought and education (pp. 137–157). Peter Lang.

Willis, D. (1976). A critical analysis of mass political education and community organization as utilized by the Black Panther Party as a means for effecting social change [PhD thesis]. University of Massachusetts Amherst.

Wong, C. (2012). The pedagogy and education of the Black Panther Party: Confronting the reproduction of social and cultural inequality [PhD thesis]. New York University.

Titel: Vanguards in the Classroom: History and Lessons from the Black Panther Party’s Oakland Community School
verfasst von: Akin Abioye
Publikationsdatum: 18.11.2021
Verlag: Springer US
Erschienen in: Journal of African American Studies / Ausgabe 4/2021
Print ISSN: 1559-1646
Elektronische ISSN: 1936-4741
DOI: https://doi.org/10.1007/s12111-021-09557-z

Springer Professional

Tipp

Weitere Artikel dieser Ausgabe durch Wischen aufrufen

Vanguards in the Classroom: History and Lessons from the Black Panther Party’s Oakland Community School

Abstract

Premium Partner

Springer Professional

Tipp

Weitere Artikel dieser Ausgabe durch Wischen aufrufen

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 4/2021

Berry, Venise T. (2020). Racialism and the Media: Black Jesus, Black Twitter, and the First Black American President

Revolution or Death: The Life of Eldridge Cleaver, by Justin Gifford. Chicago, IL: Lawrence Hill Books, 2020. $28.99 Hardback. 331 Pages

Infrastructure and the Black Panther Party: Toward an Infrastructural Politics

Alison Elwood (Director). (2020). The Women of Troy [Online]. USA: HBO Documentary. 58 min

Writing Instruction at the Black Panther Party’s Oakland Community School

Berry, Daina R., and Gross, Kali N. (2020). A Black Women’s History of the United States

Premium Partner