Teacher Preparation as Social Activism at Historically Black Colleges and Universities
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.
Eugene Pringle, Jr., EdD, is a senior professorial lecturer in the master’s 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 UCF’s 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.