In this paper, the teaching of writing to black students is examined within the broader context of the education of blacks in American society. The purpose of a cultural historical approach to literacy is said to be the focus on black students' powers of expression, rather than on the technical accomplishments of writing, spelling, and punctuation. Problems in self expression that result from social and cultural domination are delineated. Drawing from the work of Paulo Freire, the author asserts that black students are both marginal to and oppressed within the formal educational system of the United States. Educational practices and teacher attitudes that imply or reinforce the marginality of blacks are discussed. A literacy process through which blacks become subjects (rather than objects) in their educational endeavors is then described. The teacher's role is held to be one of posing problems about existential situations in order to help black students to arrive at a critical view of their reality. Several guidelines for teachers are provided. (Author/GC)