In Class With Carr 304, with Dr. Greg Carr and Karen Hunter, opens the new year by naming our unavoidable choices in a moment of U.S. imperial desperation. The session centers our obligation to renew commitment to collective study as an act of courage and discipline, as U.S. bombs fall in Venezuela and Nigeria and a fear-driven minority attempts to sabotage people-centered local and national power. We reflect on the historic swearing-in of New York City Mayor Zohran Mamdani, signaling shifting possibilities in the U.S. social structure, while recalling fellow New Yorker John Henrik Clarke’s call to situate our efforts to transform society within the latitude and longitude of our long memory. We close by naming the work ahead: deeper study pathways, shared learning experiences, living archives, and collective frameworks to continue to enhance the momentum of memory, raise standards, and move knowledge into coordinated action.

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Session 303 of In Class With Carr frames the passage of the Northern Hemisphere’s Winter Solstice as a time for celebration, remembrance and disciplined renewal. On the second day of Kwanzaa, Kujichagulia [Self-Determination], we reinforce Governance principles to center study over spectacle, memory over amnesia, and defining ourselves rather than allowing narratives imposed by others with different motives to define us.

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As we enter the Annual Kwanzaa/Christmas/New Year two week corridor, Session 302 of In Class With Carr centers on the meaning of naming, framing, and narrative as sites of Governance, self-determination and collective power. Drawing on Carter Godwin Woodson’s “Much Ado About a Name” essay in his 1933 book “The Miseducation of the Negro,” this week we use our Africana Studies Framework to reflect on, subjects such as Kwanzaa, Black Nationalism, and Pan-Africanism, emphasizing content and context, distinguishing Social Structure from Governance questions in order to empower community-centered knowledge. Rejecting both narrowly-framed academic framings and superficial efforts to rename and redirect the potential of collective power, we use this season of reflection and gratitude to remind ourselves of frameworks that support action, intergenerational learning and expectations, and movement-building rooted in ourselves.

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This week’s session with Dr. Greg Carr and Professor Karen Hunter comes live from the 10th annual Celebration Bowl HBCU National Football Championship and Band of the Year Competition. These are Governance formation rituals where Ways of Knowing, Cultural Meaning-Making and Movement and Memory imprint our future. Against an increasingly desperate death rattle of US White Nationalism fed by intensifying media disruption and institutional assault, these Governance formations become both refuge and resistance: Bodies in formation, convening as instruction, institutions as anchors. Memory need not drift—it can advance, step by step, propelled by Sankofa and teaching us who we are and must yet be to and for each other and the world.

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The 300th session of "In Class With Carr" opens with a framing question: “How has our communal intellectual project endured through shifts in the contemporary Social Structure, especially through society’s technology-fueled constant churn of noise and distraction?”

Our weekly commitment to seeking and sharing deepening knowledge traces the evolution of the class—from pandemic-shaped learning to the emergence of Knarrative/Knubia, to the disruptive impact of the AI frenzy—while emphasizing our ongoing effort to sustain quality, preserve momentum and expand our collective memory. Each week, we continue to seek the clean water.

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What happens when a train barrels down a track and reaches a junction where the signal to slow or stop has failed? It keeps moving at full speed—toward collision or derailment—a looming disaster now determined only by momentum. What happens when we miss signals, not only as individuals or communities, but as countries? In a social moment increasingly shaped by cognitive overload, familiar signals we once used to regulate social direction are increasingly decentered. Our capacities to filter, interpret, and respond increasingly overwhelmed by manufactured confusion, we risk barreling toward an uncertain future, forgetting that we have the power to regulate our movement, our pace, or our destinations. The “tracks” of a country—or of countries within a world system—its infrastructure, its capacity, its ability to build new routes, reroute, or more efficiently manage collective movement, remain in our hands when we build our capacity to act at critical mass.

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What does it mean to have and to nurture the ability to take in information and convert it to action? What happens if the mechanism for taking in that light in the mind’s eye is damaged or not well tended to? Those gathered at the 8th Black Male Educator Convening in Philadelphia, are considering this year’s theme: “Power to the Pupil: History, Hip Hop, & the Future of Teaching & Learning.” Together, we are modeling and discussing how to take in light—information, history, experience—and convert it into action. How do adults empower our community by ensuring that our children’s pupils–their capacity for taking in information and processing it through unblocked memory–are healthy and unobstructed? We are reminded that the contemporary global and US Social Structure has consistently tried to block our pupils in order to advance the goals of a few at the expense of the many.. To empower ourselves, we much protect and expand the pupil of the mind’s eye.

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In this session of In Class With Carr, real estate violence against the East Wing of the White House becomes the latest point of entry to examine the latest episode of the US “demolition derby”—the conflict and renegotiation of the political architecture and collective memory of a United States under siege by the latest assault of an increasingly desperate and fascist white nationalism.

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The early November state and local elections held in the United State are part of a broader global wave of resistance to rising inequality and predatory government. From Tanzania and Madagascar to Bangladesh and Nepal, popular uprisings have triggered sudden changes in governments—or threatened to do so. In the United States, this week’s results reflect popular and voter response to deepening inequities and the widely unpopular policies of a Trump administration serving as a delivery system for long-desired hard-right initiatives backed by billionaires, think tanks, assorted neofascists and a deeply diseducated voting base mobilized and deployed through fear and manipulation of racial division and cultural grievance. In the aftermath of political shifts—large and small—people engaged in struggle, whether through elections, popular mobilization, or both, understandably take “victory laps,” in the wake of what appear to be watershed moments. These celebrations are often followed by policymaking disappointments, followed by renewed calls to stay committed to the longer fight, typically through deploying the same tactics that produced the incremental victories. What lessons from the current U.S. electoral moment might guide our next steps?

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This week’s conversation, “Day of the Trick,” invites us to explore how deception, ritual, and resistance intertwine. We’ll look at how Trick-or-Treat traditions of Halloween can be contrasted with rituals of generosity and remembrance in Ways of Knowing such as the Day of the Dead. How does manipulation, coercion, and transactional power threaten the work of mutual care? How does resistance reveal the weakness of deception itself? We’ll also consider deeper questions: What is the role of sacrifice in reshaping state power? How can Cultural Meaning-Making help us imagine a better society? And how can recovering momentum through studying Movement and Memory help us draw strength from past generations in order to work toward more a better world today?”

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