This dissertation focuses on the role of tradition and ritual in historically Black education, particularly combating the legacy of antiblackness in school discipline. The study argues for the use of prophetic disruptive rituals that are grounded in meaning, hope, and love. Using Morehouse College as a philosophical case study, the project draws on digital archival research to answer the central question: How can education empower students to resist the nihilism and despair resulting from continued racial oppression and instead look to the future with hope and imagination? The dissertation acknowledges the significant role of student agency and campus traditions in institutional life and aims to move beyond the deficit-laden approach to historically Black education. Ultimately, the study provides a framework for creating ensouling experiences that breathe life into dry bones.