This essay urges a turn to ways of knowing, valuing, and meaning making based on inquiry and teaching around cultural ideas espoused during the Black Arts Movement (1965-1976). As an alternative paradigm, Black Arts inquiry and pedagogy is presented as a functional extension of African American cultural knowledge and life praxes. A Black Arts curricula encourages critical resistance to ideologies imposed by the dominant culture and promotes development of culturally based aesthetic and materialist approaches that make worthwhile use of African American cultural knowledge
