Academic administrators are witnessing unprecedented assaults on national humanities funding that would have been unthinkable three decades ago. Many, if not most, academic administrators and policy makers now view the cornerstone of liberal arts education as an educational anachronism, obsolete intellectualism that holds neither import nor utility in a world of technocratic globalized markets. This crisis in higher education begs two fundamental questions: (1) How has neoliberalism subsumed the diversifying intellectual mission of humanistic inquiry that was once the hallmark of postsecondary education; and (2) How can society use and simultaneously illuminate the ameliorative aspects of transdisciplinary, humanistic knowledge production in the quest to realize a more just, egalitarian society? This article describes how these questions will be addressed through a discussion of creolized political theory, Africana thought, and critical pedagogy that models the transformative social and political theories of Jean-Jacques Rousseau, Frederick Douglass, Ida B. Wells-Barnett, W.E.B. Du Bois, Frantz Fanon, Paolo Friere, and Jean Anyon. Parris writes that such a syncretic, theoretical approach will not only reveal these thinkers' prescient epistemological vision, it will also disclose the pluralizing potentialities of creolization in the aforementioned fields, the humanities, and public education more generally.