ABSTRACT
In Chapter 6, “A Call for a Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of Our Dispossession and the Debt Owed,” Joyce King discusses how reparations movements—dating from the abolition of legal slavery—need a curriculum component built on an African epistemic foundation in each Diasporan context. This chapter describes how a reparatory justice curriculum not only will empower students by affirming who they are but also can advance human freedom for parents and communities using knowledge to overcome the educational, structural, and institutional onslaught inflicted by miseducation. King uses vignettes to highlight the denial of heritage knowledge to African Americans and makes a case for reparations. Reparation movements continue to seek justice from governments and public and private institutions. Their ongoing denial of responsibility for the injuries of slavery and domination is kept alive in school knowledge with psychologically damaging and false master scripts about the history and culture of African Diasporan Peoples. Critiquing and replacing these scripts in school knowledge are an essential part of the remedy for crimes against humanity that have obstructed human freedom for all of us up to the present day.
