It’s crucial to emphasize the distinct contributions Angel and I bring to the classics and classical education community. In spaces predominantly occupied by White individuals, Black people are often seen as a homogeneous group, echoing the historical dehumanization of our enslaved ancestors who were stripped of their individual identities. Even in contemporary times, despite the abolition of slavery, we continue to be lumped together simply as “Black people.” Within our field, it’s essential that Angel and I are acknowledged as individuals with unique stories, paths to classical studies, and areas of expertise.
Recently, a review of our book, “THE BLACK INTELLECTUAL TRADITION,” was published. While I welcomed the positive tone of the review, I was troubled by the blending of our individual narratives. Each of us has a dedicated chapter in the book that delves into our personal journeys, making it disheartening to see these crucial details overlooked. Understanding our distinct stories is vital for comprehending the rationale behind our decision to combine two books into one and the heartfelt intentions behind each part of the book. I’m confident that this oversight was unintentional, but it underscores the significance of accurately portraying our narratives.
This blog post is not meant to cast any negative light on the Kirk Center. Throughout my nearly five-year academic journey, they have consistently supported my endeavors, eagerly publishing any submissions I’ve provided. My dear friend Gerald Russello played a significant role in encouraging me to boldly share my work with the world. His unwavering support came at a crucial juncture when I grappled with doubts about the relevance of my voice in a world hesitant to embrace it. Struggling to complete my dissertation in an environment resistant to my research, I wrestled with insecurities regarding its significance. As a result, I often approached writing and speaking engagements with a sense of trepidation, mindful of the varied reactions the classical tradition might provoke.
Gerald’s friendship served as a pillar of strength, and his passing remains a heavy burden on my heart. When he first told me of his diagnosis, I selfishly prayed for his healing, at the time fearful of losing my new friend and support in this very challenging work (Lord here come the tears…).
It is my sincere hope that this post proves beneficial to anyone who reads the review, fostering a deeper understanding of the distinctive contributions made by Angel and myself to the realm of classics and classical education. While Angel is a cherished friend, sister, and colleague, our individual works offer unique perspectives that enrich the broader discourse. To truly appreciate the interconnectedness of our efforts, it’s essential for people to grasp our individual identities clearly.
Below I’ll offer a synopsis of Angel’s and my backgrounds, which you can bear in mind while reading the review released by the Kirk Center and promoted by the University Bookman on X.
Angel Parham (This is taken from her bio on her website): Angel Adams Parham is Associate Professor of Sociology and senior fellow at the Institute for Advanced Studies in Culture (IASC) at the University of Virginia. She works in the area of historical sociology, engaging in research and writing that examine the past in order to better understand how to live well in the present and envision wisely for the future. This research focus is rooted in her interest in re-connecting sociology to its classical roots so that sociology is understood to be a kind of public philosophy animated by questions such as: What is a good society? and What kinds of social arrangements are most conducive to human flourishing? She is the author of American Routes: Racial Palimpsests and the Transformation of Race (Oxford, 2017), which was co-winner of the Social Science History Association’s Allan Sharlin Memorial book award (2018) and co-winner of the American Sociological Association’s Barrington Moore award in comparative-historical sociology (2018). In addition to this research, she is active in public-facing teaching and scholarship where she provides resources and training for K-12 educators who are looking to better integrate Black writers and Black history into their teaching. A book related to this work comes out in the summer of 2022 and is entitled The Black Intellectual Tradition: Reading Freedom in Classical Literature. Parham’s public-facing work has also led her to become the co-founder and executive director of Nyansa Classical Community, an educational organization which provides curricula and programming designed to connect with students from diverse backgrounds, inviting them to take part in the Great Conversation, cultivate the moral imagination, and pursue truth, goodness, and beauty. She has been a member of the School of Social Science at the Institute for Advanced Study in Princeton, as well as the recipient of a Fulbright grant. She received her bachelor’s degree from Yale University and completed her doctoral work at the University of Wisconsin-Madison. (end of bio from her website)
Angel has been deeply involved in the homeschool community, providing training to parents from various backgrounds on how to connect with the classical tradition. She has also extended her expertise to school teachers and homeschooling parents alike. Currently serving as the chair of the board of advisors for the CLT Exam, she brings a wealth of historical, philosophical, and theoretical knowledge to her discussions on the Black Intellectual Tradition.
Personally, I’ve gained invaluable insights from Angel’s exploration of ancient traditions from Africa and the Middle East, and their intersection with classical studies. Her portion of our book delves into the intricate historical, philosophical, and theoretical underpinnings of the classical tradition and its ties to the Black community.
Angel’s journey into the classical tradition began as a homeschooling mom, balancing her role as a tenured professor with educating her daughters using the Classical Conversations program. Recognizing a lack of representation within the program, she continued to advocate for it while integrating diverse narratives and resources into her homeschooling approach, eventually leading to the founding of Nyansa. Utilizing student interns from various colleges, Angel introduces challenged communities to the classical tradition, demonstrating how diverse narratives can enrich classical education.
Her work is pivotal because it doesn’t seek to compete with existing classical curricula or programs. Instead, it highlights how individuals can infuse their own narratives and perspectives into any educational setting. Both Angel and I endorse classical curricula, even in the absence of representation, knowing that we have the autonomy to incorporate our narratives. Angel’s Nyansa curriculum serves as a supplementary resource adaptable to any curriculum and has been successfully implemented in schools like Rafiki.
The key to transforming the classical education community lies not in diversifying curricula but in empowering individuals to bring their unique narratives to the table. Angel’s work with Nyansa exemplifies this approach, offering resources that enrich any educational experience. Whether for homeschooling parents or those navigating minority status in classical schools, Angel’s insights prove invaluable in fostering inclusivity and diversity within classical education.
The background I’ve provided sheds light on the perspective and purpose behind Angel’s contribution to the book. Her approach seamlessly intertwines our stories, inviting us to embrace a new narrative. Rather than harboring bitterness towards the perceived “Whiteness” of classical education, Angel encourages us to integrate our diverse human experiences into its fabric. In doing so, she advocates for a more inclusive and enriching educational experience where every voice is heard and valued.
Anika Prather (bio from her website): Dr. Anika T. Prather earned her B.A. from Howard University in elementary education, an MA in Educational Theatre from New York University, an MM in Music Education from Howard University, an MLA from St. Johns College and a PhD in Curriculum and Instruction with a focus on Literacy Education from the University of Maryland College Park. Her research focus is on building literacy with African American students through engagement with the Classical Tradition and self-published her disseratation Living in the Constellation of the Canon: The Lived Experiences of African American Students Reading Great Books Literature.
Anika is also the co-author for The Black Intellectual Tradition (with Dr. Angel Parham). She has served as a teacher, supervisor for student teachers, director of education and Head of School. She taught in the classics department at Howard University as a full time lecturer and she also served as Director of High Quality Curriculum and Instruction at Johns Hopkins Institute for Education Policy (until February 2024) . Currently she is a sought after speaker on the topic of the relevancy of classical studies to the Black community. In 2015, Anika founded The Living Water School. The Living Water School is a unique Christian school for independent learners, based on the educational philosophies of Classical Education and the Sudbury Model. In the spring of 2022, Anika and Damon opened The Living Water Center where activities for the Living Water School, book talks, and other events are hosted. The Living Water Center (located in Old Town Alexandria) also houses The Blacks in Classics Museum which is open to the public on Saturdays and Sundays for visitors to see original artwork featuring Blacks who have been inspired by classics and the works of the Canon. (end of bio from the website)
The bulk of my professional journey has unfolded within both public and private educational spheres. Initially, I spent six years as a public school teacher. However, in the early 2000s, when my parents established a classical school, I made the transition into the realm of Classical Christian Education (CCE). Over the years, I’ve been involved in various capacities such as curriculum evaluations, teacher training, and consulting for a range of educational institutions, spanning major public school districts, charter schools, and private schools. This rich and diverse background has instilled within me a profound passion for training and educational advancement.
My contribution to the book was meticulously crafted with a specific emphasis on teacher training and education. Central to this training was providing a historical context of the classical tradition within the Black community. I firmly believe that for my community to embrace classical education, they must recognize how our history intertwines with it. Without this connection, the promotion of classical education risks imposing a narrative that alienates individuals from their heritage. My work aims to demonstrate that the classical tradition is deeply rooted in our history, and I posit that other cultural groups would likely find similar connections if they delve into their educational histories. Additionally, I focus on clarifying the concept of classical education, as it often remains misunderstood or elusive, hindering effective implementation in schools. These efforts are paramount because there’s compelling evidence suggesting that classical education has the potential to bridge knowledge gaps.
My drive to bridge these gaps stems from firsthand experiences enrolling students from my local public school system, many of whom exhibit alarmingly low literacy rates and struggle with math beyond elementary levels even in high school. Witnessing this disparity in educational preparedness led me to realize that schools in diverse communities often lack the resources to help Black, immigrant, and other minority students close these knowledge gaps. Classical education, with its emphasis on literacy and background knowledge, has the potential to fill these gaps. My tenure at the Johns Hopkins Institute for Education Policy further reinforced this notion, fueling my passion for integrating classical education into all educational settings, be it public, private, Christian, or secular.
As the founder of the Living Water School (not Nyansa, which operates as an educational organization), I bring extensive experience in accreditation and compliance with state and federal regulations.
In essence, my writing and professional endeavors strive to showcase how classical education can seamlessly integrate into any educational context, with a particular focus on schools serving diverse or underprivileged communities. These communities, I believe, stand to gain significantly from access to classical education. Through my involvement with my parents’ school and my leadership at the Living Water School, I’ve witnessed firsthand the transformative impact of classical education on shaping the trajectory of a child’s life, irrespective of their background or circumstances.
I hope this post will be helpful to anyone who reads the review and that people come to understand the distinctive work of Angel and I. She is a dear friend, sister and colleague, but our work contributes to the classics and classical education world in very unique ways. To understand us and how our work is connected, it is imperative that people have a clear understanding of who we are as individuals.
*As a special note, I am so grateful for the friendship of Chris Perrin and Classical Academic Press, for always seeing Angel and I as individuals, Chris will even often introduce us, by explaining to the audience that even though our work is connected we are unique.
Dr. Anika T. Prather 