Critical Black aesthetics: Curriculum for social justice

This study critically examines Black aesthetic theory. The sociopolitical sensibilities of Black aesthetics may be viewed as a response or a critical “talking back” to the power structures in society that consciously perpetuate a dominant narrative of the beautiful or what it means to be beautiful. The central tasks of this dissertation are as follows: 1. To examine the historical and political context in which Black aesthetics emerged 2. To analyze various Black aesthetic perspectives that speak to social justice 3. To explore and craft the interpretive conditions of differend necessary to perceive Black aesthetics as a language of social justice. A differend exist when there is conflict between at least two parties that cannot be equitably resolved for lack of judgment applicable to both arguments (Lyotard 1989a).;A multiple theoretical lens that encompasses curriculum theory and critical theory, as well as various contested Black aesthetic perspectives, is used to expand current and past notions of Black aesthetics and its meanings for education. Additionally, the theoretical perspective is used to situate Black aesthetics as a curriculum for social justice in education. Essential questions guiding this study include the following: 1. How does one explain/define Black aesthetic theory perspectives? 2. How does one assess the interpretive accuracy of these explanations/definitions? 3. Does Black aesthetic theory work in terms of creating the intellectual and psychical spaces (i.e. influence the human mind) for social justice for all people?;This study ultimately attempts to situate Black aesthetics in the context of education as a language through which to make meaning of the term social justice.