Teacher Preparation as Social Activism at Historically Black Colleges and Universities offers new insights into the historical educational perspectives of teacher preparation at Historically Black Colleges and Universities (HBCUs).
Centering insightful research that chronicles the contributions of teacher preparation at HBCUs, it has a specific focus on activism in the form of fugitive pedagogy, social activism, organizing, and inclusive educational practices. It highlights and explores the ways in which such programs developed technical pedagogical skills for teaching and learning, while leveraging society as an incubator to engage students in practices necessary to destabilize oppressive systems. The chapter authors examine historical social movements at the intersection of teacher preparation at HBCUs and race to impact societal change over time, and explore teacher preparation at HBCUs as tools for activism, social justice, and liberatory practices.
Reimagining educational history through the context of race relations and its contributing factors to the educational ecosystem, this significant contribution to the body of research on HBCUs will appeal to scholars and researchers with interests in teacher education, history of education, race and ethnic studies, urban studies, and higher education.
Teacher Preparation as Social Activism at Historically Black Colleges and Universities offers new insights into the historical educational perspectives of teacher preparation at Historically Black Colleges and Universities (HBCUs).
Introduction. Part One: Results of Toil and Pain: Early Movements in
Teacher Preparation at HBCUs
1. Contextualizing Teacher Preparation at
Historically Black Colleges and Universities
2. Ubuntu and HBCUs: The Role of
Historically Black Colleges in Cultivating Activism and Social Transformation
in Education
3. Good (In)tensions: The Historical Relationships between
Hampton University and Black Teacher Preparation in Deaf Education
4.
Revaluing Women in the Narrative of Black Men Teachers (BMTs): A Historical
Examination of Race, Gender, and Class in Teacher Preparation at Morehouse
College Part Two: Present Positioning and Implications
5. Teacher Preparation
as Activism: Historically Black Colleges and Universities Leading the Charge
6. A Place Where We All Can Be Free: Afrofuturism, HBCUs, and Teacher
Education
7. Bridging the Digital Divide: HBCUs Promoting Digital Equity in
Teacher Education
8. Transformative Teacher Preparation at HBCUs: Empowering
Advocates for Social Change; A Case Study of Florida Agricultural and
Mechanical Universitys College of Education
9. Transforming Teacher
Preparation Programs at HBCUs: Continuing the Legacy of Preparing Black
Educators Through Activism and Social Justice Part Three: Leveraging Practice
for Future Progression, Impact, and Social Activist Engagement.
10. Activism
in High Places: Exploring the Intersections of Florida's Black Teachers
Association, College Presidents, and Connecting Advocacy Through Colleges of
Education
11. Cultivating Equity-Minded Educators at HBCUs Through Black
Otherfathering as Social Activism
12. Post-Colonial Practices of Liberation:
Fugitive Pedagogy as a Lens for Opportunities to (Re)build and (Re)engage in
Acts of Humanization
Eugene Pringle, Jr., EdD, is a senior professorial lecturer in the masters and doctoral education policy and leadership programs at American University.
Shalander Shelly Samuels, EdD, is an assistant professor of reading at Kean University.
Amanda Wilkerson, EdD, is an assistant professor of higher education at UCFs College of Community Innovation and Education in Orlando, Florida.
Anthony Broughton, PhD, is the associate dean and associate professor of education at Alabama State University.
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