An avid supporter of oral history, educator historian Carter G. Woodson maintained that an understanding of the past would enlighten present generations. Illuminating Woodson’s spirit and philosophy, this article is written to investigate oral history as a theory and practice used to problematize traditional assumptions of history while licensing urban African American learners to become authors and constructors of knowledge. In so doing, the piece highlights educative possibilities of oral history as a pedagogical approach with urban African American students.
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