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In the chapter, the authors celebrate the life and work of Rod Bush as a friend, a comrade, and a revolutionary warrior. They locate Bush's theory and practice of the interpenetration of Black struggle and class struggle within today's transformative movement to end global capitalism and world white supremacy. Bush lived and moved within many complex and contentious spaces from the street, to the academy and the sociological profession. His life's work embodied a powerful unity of revolutionary theory and political practice--his teaching and mentoring, his scholarship and writing, his political education and movement work in his community and in social movement spaces in the United States and the world. For Rod Bush, revolutionary theory and practice was wherever he lived and worked. He understood the need to connect theory and strategy to peoples' lived experience and daily struggles in the classroom and in the street. Through compelling pedagogy, Katz-Fishman and Scott argue, Rod Bush mentored a new generation of transformative thinkers and movement actors. He did the essential work of nurturing the intellectual side of the twentyfirst century revolutionary movement. In celebrating Rod Bush's life, the authors re-commit themselves to the revolutionary praxis his life embodied. [ABSTRACT FROM AUTHOR]

This article presents a critical pedagogy for a racially oppressed working-class community, situated in this current moment of capitalist crises. In the aftermath of the police killing of Mike Brown and militarized police occupation in St. Louis, MO, students from a Historically Black College and University (HBCU) employed a Prison Industrial Complex (PIC) module with African American high school students, during Alternative Spring Break 2015. The political education tools were grounded in Historical Materialism and Critical Race Theory. This was rooted in a movement-based praxis by and for the most affected persons (people of color, women, indigenous, immigrants, and queer populations). The PIC module informed this pedagogical process of raising consciousness, creating a vision, and strategizing toward long-term social change. Here, we discuss how this module enabled students to begin to grapple with the root of systemic racism, by connecting theory to their lived experiences. We understand this process as contributing to scholar activism, rooted in transformative public sociology. The modifications are discussed for implementation within future curriculums. [ABSTRACT FROM AUTHOR]