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“Burning the Midnight Oil”: Igniting the flame of critical thinking beyond the classroom
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DOI：10.1080/10665684.2025.2522066.png)
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Abstract
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Drawing upon my own lived experiences as a student, and connecting it to interactions with students within and beyond the classroom setting as an educator, I wrote this article, which points to larger Black educational traditions that bridge learning with liberation. When these traditions are (re)membered, practiced, and embodied, they have the power to ignite critical thinking and build critical consciousness among Students of Color. Using Lilly Ann Granderson’s ethic and pedagogy of liberation as a Black woman educator during the nineteenth century as a framework, I foreground the implications and urgency of students taking ownership of their learning within and outside of academic contexts. In so doing, I highlight the possibilities engendered when we, as educators, not only teach, but also endeavor to learn from our students’ critical engagement with course content outside of regular class hours.
Keywords:
Black women educators
warm demanders
college counseling
educational advocacy
racial equity in education
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