Transformative vision
Examining the racial literacy practices of a Black male teacher with his Black male students
Bibliographic Data
| ID | 13017249 |
|---|---|
| Authors | Keisha Mcintosh Allen (University of Maryland, Baltimore County, corresponding author) |
| Year | 2019 |
| Volume | 13 |
| Issue | 1 |
| Pages | 82-93 |
| Publication date | 2019-03-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-04-2017-0029 |
| OpenAlex | W2922479693 |
| Language | EN |
| Citations received | 13 |
| References cited | 27 |
Purpose This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA. Findings This study elucidates the ways in which a Black male teacher’s racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society. Research limitations/implications This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining teachers of color in the profession and for racial literacy to be positioned as a vital component of teachers’ pedagogical content knowledge in both teacher education and professional development. Originality/value This study contributes to the literature on critical Black male teachers by forwarding a framework that helps us to understand how they engage in transformative work within assimilationist educational spaces
Context (archaeology · Desegregation · Literacy · Originality · Pedagogy · Political science · Politics · Qualitative research · Racism · Situated · Social science · Sociology · Transformative learning · Value (mathematics · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Teacher Education and Leadership Studies
Analyzing Newcomer Narratives in a Student-Produced Video on Integration Challenges
Race Talk Moves for Racial Literacy in the Elementary Classroom
Black Liberatory Educational Policy
Guiding Like the North Star
‘It’s this one teacher … I just don’t like him’
They act like they went to hell!”
Education is a white woman’s world”
Toward a framework for critical racial literacy
Photography
The role of racial literacy in US K-12 education research
If I can help somebody”
I’m Very Hurt”
Critiquing Racial Literacy
Whose culture has capital? A critical race theory discussion of community cultural wealth
Beyond a Test Score
Power, politics, and critical race pedagogy
Boyz to men? Teaching to restore Black boys’ childhood
Teaching black history as a racial literacy project
O brotha where art thou?’ Examining the ideological discourses of African American male teachers working with African American male students
Teaching racial literacy in secondary humanities classrooms
English teachers’ racial literacy knowledge and practice
Breaking the Cycle of Sisyphus
Brothers Gonna Work It Out
Professional Capital and Responses to Student Diversity
Waiting for Black Superman
Racial literacy in a second‐grade classroom
From Racial Liberalism to Racial Literacy
Culturally Relevant Pedagogy 2.0
The Discipline Stop”
Illusions of Compliance
Toward a Theory of Culturally Relevant Pedagogy
When Race Enters the Room
Ladies' or 'Loudies
The invisible weight of whiteness
| Citations per year | 0.26 |
|---|---|
| Citation span | 1976 - 2025 (50) |
| Highly cited | No |