Toward blackboycrit pedagogy review by johnnie jackson

Urban Education, 2016

Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness of Black male students. Using critical race theory, culturally relevant pedagogy, and life history methodology, we explore the life history and work of a Black male middle school teacher to examine ways in which his historical, societal, institutional, and communal and personal experiences have shaped him to become a culturally relevant teacher and advocate for Black male students. In doing so, we provide implications and recommendations for preservice teacher education programs to retain and better support Black male middle school teachers.

2017

This study examines the Culturally Relevant Pedagogy (CRP) strategies of culturally aware teachers who serve high populations of African American students. This study posits that teachers share the phenomenon of classroom CRP implementation through creative, and sometimes covert tactics. This phenomenon exists since cultural relevance is often omitted in curriculum norms. This study seeks to provide field examples of CRP, allowing stakeholders to evaluate them for their audiences. The theoretical framework for this phenomenological study is Critical Race Theory in Education. CRT in Education explains why CRP is necessary, contributing to the rationale that learning environments should support its implementation. Data was collected through interviews and observations of four public high school teachers. Analysis was conducted through coding and pattern evaluation post interview. Results represent the common themes of sophisticated racism, cultural connections, and emotional availabil...

Equity & Excellence in Education, 2016

This article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers' histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci's (1971) theory of the organic intellectual, Mills' (1997) and Leonardo's (2013) theories of the subperson and substudent, and Dumas'(2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors' teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity. Black people's persistent fight for equal educational opportunities culminated in the historic Brown v Board of Education decision. It was a critical victory for the Black community and represented a step toward dismantling white supremacy and racial inequity (Ladson-Billings, 2007). One troubling aspect of the Brown legacy, however, was the widespread loss of Black teachers. Although segregated Black schools historically suffered from racialized economic policies that rendered them materially inferior, the human relationships between teachers and students (Foster, 1997; Morris, 2001; Siddle-Walker, 1996) and the mutual project of racial struggle (hooks, 1994) created an educational environment that supported the personal and academic growth of Black students. Research has documented the histories, philosophies, and pedagogies of Black teachers who understood themselves as participants in racial uplift (

This article examines the teaching philosophies of Blackmale teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci’s (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo’s (2013) theories of the subperson and substudent, and Dumas’(2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students.We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity.

2017

This study examines the Culturally Relevant Pedagogy (CRP) strategies of culturally aware teachers who serve high populations of African American students. This study posits that teachers share the phenomenon of classroom CRP implementation through creative, and sometimes covert tactics. This phenomenon exists since cultural relevance is often omitted in curriculum norms. This study seeks to provide field examples of CRP, allowing stakeholders to evaluate them for their audiences. The theoretical framework for this phenomenological study is Critical Race Theory in Education. CRT in Education explains why CRP is necessary, contributing to the rationale that learning environments should support its implementation. Data was collected through interviews and observations of four public high school teachers. Analysis was conducted through coding and pattern evaluation post interview. Results represent the common themes of sophisticated racism, cultural connections, and emotional availabil...

Black men have remained largely absent from the educational discourse on teachers and teaching. Even more important, their perspectives have not been fully considered in the debates over what constitutes culturally relevant classroom practice. In this article, portraits of the teaching lives of three Black men who worked as full-time teachers in urban schools in California are drawn. The portraits outline the teachers’ entree into teaching, their views on pedagogy, and their culturally and racially sen- sitive pedagogical practice.

2007

Aretha Faye Marbley is an associate professor in the College of Education at Texas Tech University, Lubbock, Texas; Fred Arthur Bonner, II, is an associate professor in the College of Education at Texas A&M University, College Station, Texas; Sheketa McKisick is a school improvement supervisor with the Department of Learning Services/ACSIP Unit of the Arkansas Department of Education, Little Rock, Arkansas; Malik S. Henfield is an assistant professor in the College of Education, University of Iowa, Iowa City, Iowa; and Lisa M. Watts is assistant director of the New Teacher Center at the University of Memphis, Memphis, Tennessee. in schools with an increasingly culturally diverse student population, particularly people of color. In an effort to meet the challenge of training educators to effectively teach culturally diverse students, we have created a culture specific pedagogical counseling (CSP) model. It is designed to address the construct of diversity-sensitive training as a poss...

Teacher education programs in the United States (U.S.) struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schoolsespecially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.