Kamau Rashid writing in Jacob H. Carruthers and the African-Centered Discourse on Knowledge, Worldview, and Power posits that “whether we are interrogating the conceptual imperatives of the state or capital, the mandates of school curriculum, or even the policy directives of white supremacy and the worldview orientations that it seeks to impose, we are still speaking of knowledge, its social construction, and the broader social milieu in which it occurs.” Accordingly, “when considered from the state's perspective education must inevitably entail notions of legitimate knowledge. However, what is hidden within the language of legitimacy is the political-economy of hegemony. The notion of "legitimate knowledge" is merely a ruse. It is a means of controlling the conversation about the process of formal socialization-which is schooling. Schooling in the United States is a process that does not typically privilege critical thought and action, but instead encourages conformity to hegemony, rewards apathy to the status quo, and punishes agency with regards to radical social change.” “When the state concerns itself with "legitimate knowledge" it is not a departure from the historical processes that have established the supremacy of the West or the dominance of capital. This knowledge is of necessity a discourse interested in maintenance of the existing power relations. It seeks, as Blyden has asserted, to establish a most pernicious system of domination. It is the “slavery of the mind” which “is far more destructive than that of the body” (Carruthers 1999, 253).” The structures of knowledge, that is dominant notions of knowledge birthed in the catacombs of imperial logic, are the foundational networks that weave together categories of thought that are derived from narrow expressions of power. Narrow in that most of the dominant frames that are forced upon those intent to understand the realities that make up their material conditions are consistently trapped within contradictions. Next, we listen to Josh Myers in conversation with a study collective at the London School of Economics and Political Science, where he expands and explores a few of the ideas offered in his recent work: Of Black Study. Also, in the discussion are: Rémy-Paulin Twahirwa, Research Student, Department of Sociology, convenor of the Of Black Study Reading Group, London School of Economics and Political Science; and Dr. Mahvish Ahmad, Assistant Professor in Human Rights and Politics, London School of Economics and Political Science who is the moderator/chair of the discussion. In addition to being a member of the Africa World Now Project collective, Josh Myers is an Associate Professor of Africana Studies in the Department of Afro-American Studies at Howard University. He is the author of Black Study [2022]; We Are Worth Fighting For: A History of the Howard University Student Protest of 1989 (NYU Press, 2019); Cedric Robinson: The Time of the Black Radical Tradition (Polity, 2021) and the soon to be released Holy Ghost Key (Broadside Lotus Press, due February 2024, as well as the editor of A Gathering Together Literary Journal. His research interests include Africana intellectual histories and traditions, Africana philosophy, musics, and foodways as well as critical university studies, and disciplinarity. As always, our show was produced today in solidarity with the Native/Indigenous, African, and Afro Descendant communities at Standing Rock; Venezuela; Cooperation Jackson in Jackson, Mississippi; Brazil; the Avalon Village in Detroit; Colombia; Kenya; Palestine; South Africa; Ghana, Ayiti, and other places who are fighting for the protection of our land for the benefit of all peoples! Image: LSE Of Black Study Reading Group Music: Sango & Lakim Edit) - Lady The Supplicants - Peace & Strength J Dilla - Spacey