The visionary social struggle that resulted in the 1954 "Brown v. Board of Education" decision did not take into account the ways ideologically distorted knowledge sustains societal injustice, particularly academic and school knowledge about black history and culture. This delimited vision of equal justice raises a number of questions of concern to this chapter: Is equal access to a faulty curriculum justice? What pedagogical alternatives are available, if academic scholarship and school knowledge are flawed by the ideology of white supremacy racism? If racial division is learned, does our vocation as educators call for the critical moral agency to realize the unfulfilled hopes of "Brown"? In other words, "if justice is one's objective," how can one educate for true human freedom? This chapter presents a morally engaged pedagogical approach that has evolved from the author's teaching and research on race, ideology, and education: the praxis of Critical Studyin', which addresses these questions. This chapter demonstrates liberating knowledge for human freedom gained through Critical Studyin' in classroom and community contexts from within a Black Studies theoretical perspective. By deciphering the implications of ideological conceptions of "Blackness" (and socially constructed "whiteness"), Critical Studyin' offers a pedagogical alternative to alienating knowledge that rationalizes injustice, corrupts scientific reasoning, and obstructs critical moral agency. (Contains 1 figure and 1 note.)