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Abstract Tracing the development of Lehman Brothers from their roots as a dry goods store in Montgomery, Alabama, into a Fortune 500 global financial services company that collapsed in the 2007 financial crisis reveals the contours of US‐style racial capitalism. We highlight how race and capital are geographically rooted in the United States. At the heart of our argument is an understanding of the geographic imperative of capital which creates and exploits differences to wrench capital’s profits from the blood, sweat, and toil of racialised bodies. Perhaps most geographically significant, we advance a second, interrelated argument, the geographic case for reparations. By arguing the system itself is entirely and wholly wrapped in race in ways that extend and advance practices of exploitation, we understand reparations that do not fundamentally undermine, transform, destabilise or smash the system as doomed to be short‐term solutions to long‐term structural problems. 

Our paper revisits a neglected chapter in the history of geographic education–the civil rights organization SNCC and the Freedom Schools it helped establish in 1964. An alternative to Mississippi’s racially segregated public schools, Freedom Schools addressed basic educational needs of Black children while also creating a curriculum to empower them to become active citizens against White supremacy. Emerging out of a history of Black fugitive learning, Freedom Schools produced a critical regional pedagogy to help students identify the geographic conditions and power structures behind their oppression in the South and use regional comparisons to raise their political consciousness and expand their relational sense of place. Freedom Schools have important implications for higher educators, especially as contemporary conservative leaders seek to rid critical discussions of race from classrooms. They offer an evocative case study of the spatial imagination of the Black Freedom Struggle while pushing us to interrogate the inherent contradictions, if not antagonisms, between public higher education and emancipatory teaching and learning. Freedom Schools prompt a rethinking and expansion of what counts as geographic learning, whose lives matter in our curriculum, where and for whom we teach, and what social work should pedagogy accomplish. 

Responding to recent work in critical cartographic studies and Black Geographies, the purpose of this paper is to offer a conceptual framework and a set of evocative cartographic engagements that can inform geography as it recovers the seldom discussed history of counter-mapping within the African American Freedom Struggle. Black resistant cartographies stretch what constitutes a map, the political work performed by maps, and the practices, spaces, and political-affective dimensions of mapping. We offer an extended illustration of the conventional and unconventional mapping behind USA anti-lynching campaigns of the late 19th and early 20th centuries, high-lighting the knowledge production practices of the NAACP and the Tuskegee Institute’s Monroe Work, and the embodied counter-mapping of journalist/activist Ida B. Wells. Recognizing that civil rights struggles are long, always unfolding, and relationally tied over time and space, we link this look from the past to contemporary, ongoing resistant cartographical practices as scholars/activists continue to challenge racialized violence and advance transitional justice, including the noted memory-work of the Equal Justice Initiative. An understanding of African American traditions of counter-mapping is about more than simply inserting the Black experience into our dominant ideas about cartography or even resistant mapping. Black geographies has much to teach cartography and geographers about what people of color engaged in antiracist struggles define as geographic knowledge and mapping practices on their own terms. 

Through our engagement with the ‘Freedom Singers’, we advocate for approaching the archive through the racial politics of atmosphere to understand both the affective, emotion-laden practices of the past and the affective work carried out by contemporary researchers within the archive. This atmosphere provides an important pathway for identifying and analyzing the relationality and encounters that advance a fuller study of the black experience and define what (and who) constitutes critical actors in that story. The Freedom Singers and their politico-musical legacy, while lost to many members of the public and even many scholars, offer an important lesson in broadening our appreciation of civil rights practice, as well as the practice of archival research itself. This piece contributes to broader understandings of the archive as an affective space and the role of affect in analyzing archive materials.