Kazembe, Lasana D.2021-02-112021-02-112014Kazembe, L. (2014). Furious flowers: Using black arts inquiry and pedagogy to engage black males. Journal of African American Males in Education (JAAME), 5(1), 36-52.https://hdl.handle.net/1805/25190Knowledge and ways of knowing derived from African American history and traditions have typically been marginalized or excluded from the learning landscape of African American students. 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. The author draws from two sources: (a) the ideological mission undertaken by the cultural architects of the Black Arts Movement and (b) his extensive experience as a teaching artist. Both sources are interpreted and situated as modalities to encourage: (a) critical resistance to ideology and psycho-cultural models imposed by the dominant culture; (b) development of culturally based aesthetic and materialist approaches that make worthwhile use of African American cultural knowledge; (c) culturally-situated curricula to engage the intellectual and aesthetic sensibilities of Black males; and (d) the development of an apprenticeship tradition to appropriately interpret the African American intellectual genealogy to successive generations.en-USAttribution-NonCommercial-NoDerivatives 4.0 InternationalBlack aestheticBlack arts movementBlack arts inquiryAfrican americanIntellectual genealogyArticle