![]() Social Justice Education currently uses mostly U.S.-based theories and concepts, and it often relies upon nation-specific historical legacies and nation-centric contemporary understandings of patterns of inequality. Furthermore, drawing on the critiques of imperialism and finance, first developed by Lenin, that inspired movements for Third World emancipation through dependency theory from Latin American scholars and the theory of neocolonialism developed by Kwame Nkrumah in the 1960s, the author argues for a reevaluation of the theory of the internal colony in the context of contemporary financialization in the United States and elsewhere as a way to reinvigorate theories of geographical dislocation that remap solidarities in struggles against the financial dispossession today. Allen, the essay argues that the internal colony was a crucial lens through which to read both the rise of law and order and neoliberal political formations. This essay is a critical evaluation of the theory of the internal colony as a political perspective, its use and circulation within militant movements against racial oppression during the long 1960s, and its cultural and theoretical resonances today. The theory of the internal colony foregrounded alliances with struggles for national liberation abroad, articulated through an internationalist and Third Worldist position. In the midst of struggles against racial oppression in the United States that intensified in and around 1968, activists developed the theory of the internal colony to contend that US imperialism was essential to understanding racial oppression in the heart of empire. Far from‘unlikely’ this article argues that the application of market-based reforms to schools in the Black Souths (the‘urban’ ghettos of the United States as well as the‘underdeveloped’ global South) is a continuation of 20thcenturycolonial education interventions and the persistent claim of Blackness as always in crisis. This framework is applied to two cases: the chartering of schools in New Orleans Louisiana following Hurricane Katrina in 2005, and the 2016 decision to privatize the entire school system in Liberia. Neoliberal education reforms in schools serving sizeable Black populations throughout the United States have proliferated and are being transported to Black educational contexts abroad.Building on a framework of Coloniality, antiBlackness and a review of Black colonial education this relational analysis argues that contemporary neoliberal education reforms not only resemble the early20th century movement to spread Black industrial education from the American South to regions of the global South- including regions of West, South and East Africa but also reproduce logics of antiBlack coloniality. ![]()
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