Critical pedagogy has been widely characterized as a crucial construct in challenging the inequalities that have evolved in the context of schooling in the U.S. Evidence of this can be found in critical pedagogy's attempt to offer critique of the analytic connections between race and education within the context of the African-American struggle for humanity. In particular, critical pedagogy has functioned as a discourse on schooling and inequality that has developed in tandem with theories of race and pedagogical practice in ways that reflect the context of African-American education. This work expounds upon previous scholarship to offer a broadened conception of critical race pedagogy that incorporates central aspects of critical pedagogy but is drawn from African-American epistemological frameworks. (Contains 1 note.)