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3: Fugitive Knowledge- Africana Studies’ Liberatory Pedagogy

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    181548

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    “There’s nothing wrong with Blackness”: What if this were the primitive axiom of a new black studies underived from the psycho-politico-pathology of populations and its corollary theorisation of the state or of state racism; an axiom derived as all such axiom are, from the “runaway tongues” and eloquent vulgarities encrypted in works and days that turn out to be the native slave insofar as the fugitive is misrecognized, and in bare lives that turn out to be bare only insofar as no attention is paid to them, only insofar as such lives persist under the sign and weight of a closed question?"

    Learning Objectives
    • Students will be able to classify the varying theorists, theories, movements, and principles within the discipline of Africana studies.
    • Students will be able to analyze and contrast the multitude of positions within the discipline of Africana studies.
    • Students will be able to identify the opportunities and possibilities of futurity within the discipline of Africana studies.

    Introduction

    "Fugitive Knowledge- Africana Studies’ Liberatory Pedagogy" provides an in-depth overview of Africana Studies as a discipline and historic beacon for epistemological production, highlighting it's capacity to operate within and outside the university. Examining the social conditions that forced the knowledge production of Afrikan people to take on a fugitive orientation, while simultaneously highlighting it's ability to inform performances of liberation. Engaging the quote above, "There's nothing wrong with Blackness," serves as the axiom that informs the theorizations of this chapter. The theorist, movements, principles, positions, opportunities and possibilities offered, seek to employ an understanding of Blackness that is "underived from the psycho-politico-pathology... of the state or of state racism." Moreover, this chapter argues Afrikan people's capacity to obtain and produce knowledge was/is not solely dependent on a desire for emancipation but a reflection of an innate and distinct quality of their being, and an expression of their divinity and spirituality.

    • 3.1: Context and Foundation
      This page emphasizes the critical role of Africana Studies in education, highlighting its objectives of contextualizing the Black experience, fostering community engagement, and challenging dominant narratives. Karenga argues for its interdisciplinary nature, stressing the importance of diverse perspectives and social responsibility.
    • 3.2: Key Theorists, Movements, and Principles
      This page covers the evolution and significance of Africana Studies, tracing its roots to ancient African education and influential theorists like W.E.B. DuBois, Anna Julia Cooper, Carter G. Woodson, and Zora Neale Hurston. It highlights Cooper's intersectional critique of race and gender, Woodson's advocacy for Afrikan history, and Hurston's unique anthropological insights into Black folklore.
    • 3.3: Positions in the Field
      This page discusses Africana Studies as a transdisciplinary field intertwining elements of Pan-Afrikanism, Black Study, and the spiritual significance of education. It highlights the evolution of Pan-Afrikanism towards collective resistance, the role of fugitivity in escaping oppression, and the importance of culturally relevant teaching.
    • 3.4: Opportunities and Possibilities
      This page delves into Afrofuturism's importance within Africana Studies, spotlighting Octavia E. Butler as a key figure. It emphasizes Afrofuturism's role in challenging traditional views of race and gender while empowering Black imagination. The page also discusses AstroBlack Theory, which encourages educators to focus on the brilliance of Afrikan students.
    • 3.5: Futurity
      This page explores Africana Studies' fugitive knowledge and liberatory pedagogies, examining key theories and movements, including figures like W.E.B. DuBois. It encourages classification of positions within the field and considers future possibilities like Afrofuturism. The chapter underscores the discipline's radical roots and its vital role in fostering a multicultural, just society, urging practitioners to persist in their mission for mutual respect and cooperation despite challenges.
    • 3.6: Glossary
      This page defines essential terms related to Afrikan identity and cultural movements, including Afrikan, diaspora, pedagogy, and Black Nationalism. It addresses themes such as Pan-Afrikanism, fugitivity in education, Afrocentricity, Afrofuturism, and AstroBlack Theory, emphasizing their importance in comprehending African and Black experiences and futures.
    • 3.7: Instructor Rescources
      This page provides instructor resources for a specific chapter, urging educators to adapt them to suit their course requirements.

    Thumbnail: W.E.B DuBois.(CCO 1.0 Dedication; New York Public Library via Picryl)

    This page titled 3: Fugitive Knowledge- Africana Studies’ Liberatory Pedagogy is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Amiri Mahnzili (ASCCC Open Educational Resources Initiative (OERI)) .