Abstract
Spencer’s work chronicles the evolution of a Black female professor’s revolutionary and liberatory pedagogy and praxis in her work at a Historically Black College and University (HBCU) and as a human rights activist. Through the utilization of the critical works of hooks, Freire, Fanon, and Frazier, Spencer celebrates the passion of engaging students in critical and revolutionary pedagogy. Simultaneously, the chapter analyzes the manner in which institutional resistance emerges from the situation of patriarchal and supremacist ideologies, that vilify “non-conformist” Black female scholars who engage “liberatory” and revolutionary approaches and action, within the HBCU academy.
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Spencer, Z. (2018). Black Skin, White Masks: Negotiating Institutional Resistance to Revolutionary Pedagogy and Praxis in the HBCU. In: Perlow, O., Wheeler, D., Bethea, S., Scott, B. (eds) Black Women's Liberatory Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-65789-9_3
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