ABSTRACT
In 2004, Educational Philosophy and Theory dedicated a special issue to Critical Pedagogies and Race Theories, edited by Zeus Leonardo and prefaced by journal Editor-in-Chief Michael A. Peters. Marvin Lynn’s contribution to the special issue is distinctive for its introduction of critical race theory (CRT) and Afrocentricity as they relate to critical pedagogy. Lynn starts the article by elaborating on the concept of ‘critical race pedagogy,’ his term to describe emancipatory educational approaches for racially and culturally subordinated students. According to Lynn, this pedagogy is undergirded by both CRT and Afrocentricity. The remainder of the article examines key elements of CRT and Afrocentricity as fields of scholarship and as they relate to educational theory and practice. As Lynn sees it, CRT comes out of the legal tradition in the United States and considers how the legal system treats people of color unfairly while it fails to address racism which still manifests across society and its institutions. After spelling out major insights and aspects of CRT, Lynn summarizes its contributions to educational thought. Lynn then goes on to examine Afrocentricity as an African-centered critique of Eurocentrism and its features and educational importance. While noting some differences between the two frameworks and some limitations of each, Lynn argues that both indicate why race-based analysis remains important, providing for a Kuhnian-style paradigm shift as new ‘epistemologies of transformation and liberation.’ Additionally, Lynn observes that both uncover the need for culturally sensitive research and race-based critiques of white supremacy. This essay gives an excellent introduction to the importance of CRT and Afrocentricity in education and provides a strong foundation to understand the direction of later essays focused on race in philosophy of education.
