"To Their Benefit": Tracing (Pp)an-Africanism through Nonformal Black Educational Space

Autor/inn/en	Thomas Kpetay, Shakita; Lozenski, Brian D.
Titel	"To Their Benefit": Tracing (Pp)an-Africanism through Nonformal Black Educational Space
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 57 (2021) 5, S.476-495 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas Kpetay, Shakita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.1969933
Schlagwörter	Blacks; Nonformal Education; African Americans; Civil Rights; Public Education; Student Rights; African American History; Cultural Influences; African American Culture; Afrocentrism; Racial Bias; Racial Discrimination; Social Justice; Political Issues; Culturally Relevant Education; Minnesota (Saint Paul) + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Non-formal education; Non formal education; Nichtformale Bildung; Afroamerikaner; Bürgerrechte; Grundrechte; Zivilrecht; Öffentliche Erziehung; Cultural influence; Kultureinfluss; Afro-centrisme; Afrozentrismus; Racial discrimination; Rassismus; Racial bias; Soziale Gerechtigkeit; Politischer Faktor
Abstract	Drawing from the histories of nonformal Black education, (Pp)an-Africanist scholarship, and critical qualitative research, this participatory ethnographic study documents an organic conception of public space where Black people, many of whom have been disaffected by traditional public schools, come to teach and learn with each other. The article outlines the contours of nonformal Black education by examining the shifting traditions of (Pp)an-Africanism in the U.S. This historical tracing sets the context for the study, which documents a current iteration of nonformal pan-African education highlighting several findings that illuminate the iterative nature of nonformal Black political education and the scalar reverberations of local and international politics. Major findings include: (1) (Pp)an-African education is structured by interpersonal and institutional reverberations across place and time; (2) the unsanctioned nature of (Pp)an-African educational spaces are key to how people experience and make meaning regarding Black liberation movements. The significance of these findings is most notable in their reconceptualization of public space and public education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01