ABSTRACT
When contemporary progressive educators all around the nation challenged the way institutionalized systems of domination (race, sex, nationalist imperialism) have, since the origin of public education, used schooling to reinforce dominator values, a pedagogical revolution began in college classrooms. Exposing the covert conservative political underpinnings shaping the content of material in the classroom, as well as the way in which ideologies of domination informed the ways thinkers teach and act in the classroom, opened a space where educators could begin to take seriously what it would look like to teach from a standpoint aimed at liberating the minds of our students rather than indoctrinating them. Imperialist white-supremacist capitalist patriarchal values were taught in the all-black schools of my Southern childhood even as those values were at times critiqued. In those days black teachers who were themselves usually light-skinned (since those were the individuals 2the color caste hierarchy allowed to be upwardly mobile and receive higher education) definitely showed favoritism, giving respect and regard to fairer students thus reinscribing white-supremacist thought, even though they might also teach that white enslavement of black people was cruel and unjust, praising anti-racist rebellion and resistance.
