The primary premise of critical black pedagogy is that institutions have the power to and should make it their mission to provide their pupils of color with the independence and self-sufficiency they require to flourish in a society that is structurally prejudiced against them. Critical theorists like Paulo Freire, who felt that education could and should be utilized to assist the oppressed in breaking free of their current situations, are responsible for conceiving the ideas that underpin this methodology. Critical black pedagogy aims to provide black students with the resources they require to effectively resist the racism and prejudice they experience in the classroom and society (Pitre et al., 2008). The method also emphasizes the significance of providing a welcoming and safe classroom environment where black students can feel at ease expressing and discussing their one-of-a-kind cultural experiences. This environment allows students to feel comfortable communicating and discussing their experiences.
The team did an outstanding job of connecting the educational experiences of Harriet Tubman and Frederick Douglass to their cultural heritages and personal histories. They started by giving each person a brief biography and then moved on to discussing each individual’s impact on the course of history. They discussed their views on education and how they were distinct from one another in this conversation. In the end, they talked about the impact that these two individuals had had on a variety of different communities.
The first point that the group made was that Harriet Tubman and Frederick Douglass were both born into slavery. Slavery had a huge impact on their lives and their ability to get an education. Tubman was able to escape from slavery and eventually help others to do the same. Douglass was also able to escape from slavery and become a well-known abolitionist. These two individuals had to fight for their education and the education of others. The group’s second point was that both Tubman and Douglass were strong proponents of self-reliance. They both believed that it was important for individuals to be able to take care of themselves and not rely on others. This philosophy is still relevant today. Many people do not have access to education and cannot rely on others to help them (Brookfield, 2003). The third point the group made was that both Tubman and Douglass greatly impacted their communities. Tubman was the co-founder of the National Association of Colored Women, and she also helped to establish the Underground Railroad. Douglass was a well-known abolitionist and founded “The North Star,” an abolitionist newspaper. These two individuals made a huge impact on the way that their communities viewed education. The fourth and final point that the group made was that both Tubman and Douglass were great examples of how education can change lives. Tubman was able to escape from slavery and help others to do the same (Hobson, 2014). Douglass was able to escape from slavery and become a well-known abolitionist.
Overall, the group did a great job connecting the cultural background and experiences of Harriet Tubman and Frederick Douglass to education. They both escaped slavery and became abolitionists, fighting for the freedom of all African Americans. They both believed in self-improvement through education and used their knowledge to help others. They both faced many obstacles in their lives, but they persevered and became leaders in their communities. Their stories inspire us to fight for what is right and to never give up on our dreams. I would give a rating of 4.5.
References
Pitre, A., Ray, R., & Pitre, E. (2008). The struggle for Black History: Foundations for a critical Black pedagogy in education. University Press of America. https://books.google.com/books?hl=en&lr=&id=VkXRvhMrCVQC&oi=fnd&pg=PR7&dq=critical+black+pedagogy&ots=tdh52KTkKV&sig=vaNb3XHVBrWJXoLA5_EDMUkTkTs
Brookfield, S. (2003). Putting the critical back into critical pedagogy: A commentary on the path of dissent. Journal of transformative education, 1(2), 141–149. https://journals.sagepub.com/doi/pdf/10.1177/1541344603001002007
Hobson, J. (2014). Harriet Tubman. Meridians, 12(2), 1–8. https://read.dukeupress.edu/meridians/article-abstract/12/2/1/138710
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