Abstract
Missing within educational research on theory, pedagogy, and teaching are unifying frameworks created by Black people for Black people that cohesively combine applicable ways to explicitly (re)center Black people's historical, educational, ideological, cultural, and spiritual ways of being. Paralleling Dumas and ross’s (2016) theorized Black critical theory (BlackCrit) in education, I endarken (Dillard, 2006) and carry on the tradition to address the specificity of antiblackness and better understand the anti-Black schooling experiences of Black scholars by theorizing a Black-Brilliance Praxis framework. This framework serves as a pedagogical, methodological, and spiritual approach for how Black educators specifically, and non-Black educators, administrators, and institutions generally, can address systemic antiblackness and anti-Black racism, (re)humanize Black scholars and educators, and (re)imagine Blackness in education.
Recommended Citation
Vita, K. (2025). Toward a Black-Brilliance Praxis of (Re)Centering and (Re)Imagining Blackness in Education. Black Educology Mixtape "Journal", 3(1). Retrieved from https://repository.usfca.edu/be/vol3/iss1/4