In the third season of Black Lightning, the fictional Black city of Freeland was living under a military occupation by the ASA (the quasi governmental organization occupying Freeland). Not only did the city have heavily armed troopers patrolling the streets, but also had troopers patrolling the schools– detaining anyone they deemed a threat – using violence if necessary. In episode four, students are in a classroom discussing similar military occupations in multiple countries around the world and their harmful effects on the people being occupied. Some students agree, but then others claim the ASA occupying their city might be a . . .
From origins of exploited free labor from enslaved Africans to the eery connection between profit over people and corporate greed, the US education system is a white supremacist technology, tool, and weapon that interconnects and maintains a tradition to colonial orders of the status quo. The violence of the U.S. education system has operated for centuries by upholding white settler colonial interests in exploiting the labor of African communities around the world, fueling student complacency through a neo-liberal agenda that promotes economic mobility through class traitor politics as a unsustainable tactic to shift the material conditions of African people. This . . .
In the months since the US government formally announced COVID-19 as a global pandemic, government officials have made calls for city and statewide quarantines to control the spread. However, [self] quarantine as a solution has been disrupted by the government’s inability to provide assistance to its citizens and by the ruling class’ organized push to “reopen America” in spite of the overwhelmingly affected colonized people who make up “essential workers”. As states begin to reassess reopenings because the number of cases continues to increase across the country, there can be no question that we have all been made to embrace . . .
It is an uphill battle as a Black educator that has to deal with often white administrations and the frustrations of students. We have to do it anyway. Our youth deserve more and we damn sure must do all that is in our power to give it to them through quality education of our Black radical tradition. . . .