Navigating systematic barriers through Foundational Black American pedagogy: a novel Pan-African educational framework

This self-study explores how a Pan-African Professional Learning Community (PLC) supports Black educators in navigating systemic barriers within professional development. Conducted at a historically Black high school, the research investigates how a culturally affirming PLC influences instructional improvement, teacher collaboration, and culturally responsive pedagogy. Using reflective journaling, student analyses, and autoethnography, this study reveals how PLC participation shaped my professional growth, enhanced my instructional practice, and affirmed my cultural identity. I authored a new pedagogical model—Foundational Black American Pedagogy (FBAP) – emphasising Teacher Scholarship, Empowering Black Student Voices, Social Justice Advocacy, Centre Cultural Identity in Learning, Community-Centred Teaching, and Empowered Intellectualism. This research highlights culturally responsive PLCs as tools for equity-focused professional development, justice-driven policy analyses, and reimagined educational frameworks that centre Black excellence and identity.