ABSTRACT
This chapter offers a historical perspective of how an understanding and appreciation of Africentrism led to the development of two scholars’ adult education classroom practices spanning a collective 60 years of successful practices. It introduces and examines the African-based gender-conscious teaching practices of two African American women professors, a Womanist and a Black Feminist, who used their perspectives to construct a classroom that deploys tools that ground their social-justice-driven praxes and encourage student participation, voice, and empowerment. The chapter reviews pertinent terms associated with the scholars’ resulting pedagogical styles.
