This article examines and finds problematic the gap in the existing literature of intersections of Dr. Huey P. Newton and critical pedagogy. A cultural sociology approach critically interrogates Newton's writings and speeches, seeking the following: First, situate Newton in historical context, focusing on how his theoretical development was both constrained and enabled by the political milieu. Second, unpack the labor of representation of both his vilification and deification that work to hyper-mythologize his legacy, making pragmatic accessibility to him less viable. Third, undergo an analysis of his rhetorical appeals that urged a (re)articulation of Black educational strategy as an Afrocentric imperative and technique.
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