A silence in the resurgence of scholarship on W. E. B. Du Bois has been his work as an instructor. This article uses Du Bois’s early teaching experiences and reflections on the “ugly” progress of schooling to ask: What should guide the pedagogy of sociology instructors when racial progress is so ugly? I sketch here a pedagogy inspired by Du Bois—who was the teacher denied—which is motivated by a positive notion of propaganda. Du Bois was a radical pedagogue whose mixed-methods instructional agenda informed a critical Black Sociology and bridges recent calls by American Sociological Association leadership for a discipline that is more emancipatory and educative. Embracing the right to propaganda gives pedagogical teeth to honest appraisals on racial progress. Triangulating art, science, and agitation in our pedagogy offers a general compass, and my article concludes with one direction that compass might lead: a classroom assignment where my undergraduate students became “print propagandists.”

中文翻译：

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教育学的意义：WEB Du Bois、种族进步和正面宣传

WEB 学术复兴中的沉默杜波依斯一直是他作为讲师的工作。本文利用杜波依斯早期的教学经验和对学校教育“丑陋”进步的反思来提出这样的问题：当种族进步如此丑陋时，社会学教师的教学应该以什么为指导？我在这里概述了一种受杜波依斯启发的教学法——杜波依斯被拒绝了——它的动机是积极的宣传观念。杜波依斯是一位激进的教育家，他的混合方法教学议程为批判性的黑人社会学提供了信息，并连接了美国社会学协会领导层最近对一门更具解放性和教育性的学科的呼吁。拥护宣传权可以为对种族进步进行诚实评估提供教学依据。在我们的教学法中，对艺术、科学和煽动进行三角测量提供了一个通用的指南针，我的文章以指南针可能引导的一个方向结束：一项课堂作业，让我的本科生成为“印刷宣传员”。