Until the Revolution: Analyzing the Politics, Pedagogy, and Curriculum of the Oakland Community School

• Robinson, Robert P ^[1]
  1. [1] City University of New York

     City University of New York

     Estados Unidos

     
• Localización: Espacio, Tiempo y Educación, ISSN-e 2340-7263, Vol. 7, Nº. 1, 2020 (Ejemplar dedicado a: Educating in Other Ways: «Alternative» Pedagogies and «Different» Schools in the Second Half of the Twentieth Century), págs. 181-203
• Idioma: inglés
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• Resumen

  • In United States conversations about progressive pedagogy and alternative forms of education, the longstanding models that scholars used were predominantly white. African-American historians of education have problematized this narrative. More recently, the interdisciplinary field of Black Power studies has increased investigation into Afrocentric pedagogy and Black politically-engaged education after World War II (Rickford, 2016). While much attention has been paid to the freedom schools, educational sites run by Black revolutionary nationalists have received less attention. One particular site is the Oakland Community School (OCS), the Black Panther Party’s full-time day school. Initially a combined day-care and home school known as the Children’s House in 1970, the school changed to become the Intercommunal Youth Institute in 1971. It then operated as the Oakland Community School from 1974 until 1982, earning acclaim from the California Department of Education and the governor of California (Gore, Theoharis & Woodard, 2009). While multiple historical studies detail the pedagogical contours of the school and its community engagement, very few elicit the voices of former students. This work incorporates such voices, in conjunction with traditional archives and digital archival material, as a means of contextualizing the OCS within the Black Panther Party’s politics of the period and the school’s implications for contemporary education.