Integrating elements of oppression psychology, Popular Education
(1999), critical pedagogy, and critical race theory, this article highlights
a study of seven African American elders who graduated from a Senior
Advocacy Leadership Training (SALT) program. These elders confronted
external and internal oppressive ideologies and challenged the stereotypes
of African American elders. They accomplished this via a critical
theoretical approach to the study of African American history and the
promotion of the elders’ strengths as leaders. The findings increase our
understanding of African American elders as leaders and the role of
Popular Education in affirming their leadership capabilities.