Segregated Black schooling itself enacted a revolutionary anticolonial pedagogy

Evidence

Almost all our teachers at Booker T. Washington were black women. They were committed to nurturing intellect so that we could become scholars, thinkers, and cultural workers—black folks who used our “minds.” We learned early that our devotion to learning, to a life of the mind, was a counter-hegemonic act, a fundamental way to resist every strategy of white racist colonization. Though they did not define or articulate these practices in theoretical terms, my teachers were enacting a revolutionary pedagogy of resistance that was profoundly anticolonial. — bell hooks, Teaching to Transgress, 11

Categorization

• XREF: Turns conventional association of segregation with deprivation on its head — parallel to arguments in Jonathan Kozol’s work or the historical claim that Jim Crow schools were often sites of Black self-determination. — connects to: Desegregation replaced liberatory Black schooling with obedience-based knowledge transmission; hooks’ core distinction is education-as-freedom versus education-as-domination — bell hooks, Teaching to Transgress: Education as…, 16; Black struggles in the US function under domestic colonialism linked to worldwide anticolonialism (+3 more)
• DEEPTHINKING: The claim that the counter-hegemonic force lay precisely in the segregated institution, not despite it, is a dense inversion worth sitting with given how plummets segregationist schooling is later read.
• recurring: this claim recurs 2 times within its source

Broader Connections

• Black struggles in the US function under domestic colonialism linked to worldwide anticolonialism #qualifies (0.72)
• Segregationist laws preceded and produced the idea of Black inferiority #expands (0.72) — Ibram X. Kendi, Stamped from the Beginning, 722