Weitere Artikel dieser Ausgabe durch Wischen aufrufen
From a critical race theory lens, the author shares data from a yearlong study on Black male elementary school teachers from the Hip-Hop generation. In this article, the author represents the data from said study as a composite counterstory which highlights how Black males are alienated, adultified, and criminalized in American public schools. Furthermore, in this article, the concept of otherfathering is comprehensively defined as it relates to how Black male teachers mentor and support their students.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Anderson, E. (2000). Code of the street: Decency, violence, and the moral life of the inner city. New York, NY: W. W. Norton & Company.
Baszile, D. T. (2009). Deal with it we must: Education, social justice, and the curriculum of Hip Hop culture. Equity & Excellence in Education, 42(1), 6–19. CrossRef
Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. New York, NY: Basic Books.
Bell, D. (1995). Who’s afraid of Critical Race Theory? University of Illinois Law Review, 1995(4), 893–910.
Bianco, M., Leech, N., & Viesca, K. (2011). Pathways to teaching: African american male teens explore teaching as a career. The Journal of Negro Education, 80, 368–383.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods. New York, NY: Pearson Education.
Bridges, T. L. (2009). Peace, love, unity & having fun: Storytelling the life histories and pedagogical beliefs of African American male teachers from the Hip Hop generation. Unpublished Dissertation. College Park, MD: University of Maryland.
Cook, D. A. (2013). Blurring the boundaries: The mechanics of creating composite characters. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 181–194). New York, NY: Routledge.
Cook, D. A., & Dixson, A. D. (2013). Writing critical race theory and method: A composite counterstory on the experiences of Black teachers in New Orleans post-Katrina. International Journal of Qualitative Studies in Education, 26(10), 1238–1258. CrossRef
Cottman, M. H. (2010). Opinion: We need more black male teachers. Retrieved from MenTeach website at http://menteach.org/news/opinion_we_need_more_black_male_teachers.
Dimitriadis, G. (1996). Hip hop: From live performance to mediated narrative. Popular Music, 15, 179–194. CrossRef
Douglas, T. M., & Peck, C. (2013). Education by any means necessary: Peoples of African descent and community-based pedagogical spaces. Educational Studies: A Journal of the American Educational Studies Association, 49(1), 67–91. CrossRef
Duncan-Andrade, J. M., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York, NY: Peter Lang. CrossRef
Ferguson, A. A. (2001). Bad boys: Public schools in the making of black masculinity. Ann Arbor, MI: The University of Michigan Press.
Gates, H. L. (1997). Thirteen ways of looking at a Black man. New York, NY: Random House.
Gause, C. P. (2001). How African American educators “Make Sense” of Hip Hop and its influence on public schools: A case study. Unpublished Dissertation. Oxford, OH: Miami University.
Gibbs, J. T. (Ed.). (1988). Young, black, and male in America: An endangered species. Dover, MA: Auburn House.
Gibson, J. R. (2009). Why Black Men don’t teach and why we should: Understanding the existing African–American male teacher shortage. New York: Kitabu Publishing, LLC.
Goings, R., & Bianco, M. (2016). It’s hard to be who you don’t see: An exploration of Black male high school students’ perspectives on becoming teachers. Urban Review, 48(4), 628–646. CrossRef
Grant-Thompson, S. K., & Atkinson, D. R. (1997). Cross-cultural mentor effectiveness and African American male students. Journal of Black Psychology, 20, 120–134. CrossRef
Griffin, R. A., Ward, L., & Phillips, A. R. (2014). Still flies in buttermilk: Black male faculty, critical race theory, and composite counterstorytelling. International Journal of Qualitative Studies in Education, 27(10), 1354–1375. CrossRef
Haggerty, J. J. (2009). Selected works of Jennifer J. Haggerty. Retrieved 9 May 2010, from selected works: http://works.bepress.com/jennifer_haggerty/1/.
Harper, S. R. (2009). Niggers no more: A critical race counternarrative on Black male student achievement at predominantly White colleges and universities. International Journal of Qualitative Studies in Education, 22, 697–712. CrossRef
Hooks, B. (2004). We real cool: Black men and masculinity. New York, NY: Routledge.
Howard, T. C. (2000). Reconceptualizing multicultural education: Design principles for educating African American males. In M. C. Brown & J. E. Davis (Eds.), Black sons to mothers: Compliments, critiques, and challenges for cultural workes in education (pp. 155–172). New York, NY: Peter Lang.
Howard, T. C. (2014). Black male(d): Peril and promise in the education of African American males. New York, NY: Teachers College Press.
Howard, T. C., & Reynolds, R. (2013). Examining black male identity through a raced, classed, and gendered lens: Critical race theory and the intersectionality of the black male experience. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 181–194). New York, NY: Routledge.
Hunter, A. G., Friend, C. A., Murpy, S. Y., Rollins, A., Williams-Wheeler, M., & Laughinghouse, J. (2006). Loss, survival, and redemption: African American Male youths’ reflections on life without fathers, manhood, and coming of age. Youth & Society, 37(4), 423–452. CrossRef
Jones, N. (Composer). (2008). Queens get the money. [Nas, Performer, & J. Electronica, Conductor] USA.
Jones, N., & Phillips, P. (Composers). (1994). The world is yours. [Nas, Performer, & P. Rock, Conductor] USA.
Kitwana, B. (2002). The Hip Hop generation: Young blacks and the crisis in African American Culture. New York, NY: Basic Civitas.
Kunjufu, J. (1985). Countering the conspiracy to destroy black boys. Sauk Village, IL: African American Images.
Ladson-Billings, G. (1994). The Dreamkeepers: Successful teaching for African–American students (pp. 17–18). San Francisco: Jossey-Bass.
Lewis, C. W., & Toldson, I. A. (2013). Black male teachers: Diversifying the United States’ teacher workforce. Bingley, UK: Emerald Group Publishing Limited. CrossRef
Lynn, M. (2001). Portraits in black: Storying the lives and the pedagogies of black men educators (Unpublished Dissertation). Los Angeles, CA: University of California.
Lynn, M. (2006). Education for the community: Exploring the culturally relevant practices of black male teachers. Teachers College Record, 108(12), 2497–2522. CrossRef
Lynn, M., & Dixson, A. (2013). Handbook of critical race theory in education (pp. 181–194). New York: Routledge.
MetaWorldPeace. (2010). The world is yours lyrics. Retrieved from Rap Genius: http://rap.genius.com/Nas-the-world-is-yours-lyrics.
Milloy, C. (2013). The Washington Post. Retrieved from Black men in schools lead by example: https://www.washingtonpost.com/local/black-men-in-schools-lead-by-example/2013/02/19/6ccabc8c-7acb-11e2-9a75-dab0201670da_story.html?utm_term=.f7f064a8ffde.
Morgan, J. (1999). When chicken-heads come home to roost: A hip-hop feminist breaks it down. New York: Touchstone.
Mutua, A. D. (2006). Theorizing progressive black masculinities. In A. D. Mutua (Ed.), Progressive black masculinities (pp. 3–42). New York, NY: Routledge.
Newman, L. M. (1999). White women’s rights: The racial origins of feminism in the United States. New York, NY: Oxford University Press.
Noguera, P. A. (2008). The trouble with black boys… and other reflections on race, equity, and the future of public education. San Francisco, CA: Jossey-Bass.
Preston, G. C.-H. (2008). “My Pen Rides the Paper”: Hip-Hop, the technology of writing and Nas’s Illmatic. Journal of Popular Music Studies, 20, 261–275. CrossRef
Ryan, S. D., Magro, M. J., & Sharp, J. H. (2011). Exploring educational and cultural adaptation through social networking sites . Journal of Information Technology Education: Innovations in Practice, 10, IIP 1 – IIP 16. Retrieved from http://www.jite.org/documents/Vol10/JITEv10IIPp001-016Ryan883.pdf.
Sargent, P. P. (2001). Real Men or Real Teachers? Contradictions in the lives of men elementary school teachers. Harriman: Men’s Studies Press.
Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8, 23–44. CrossRef
Squire, C. (2008). Experience-centered and culturally-oriented approaches to narrative. In M. Andrews, C. Squire, & M. Tamboukou (Eds.), Doing narrative research (pp. 41–63). Thousand Oaks, CA: Sage.
Sundius, J., & Farneth, M. (2008). Putting kids out of school: What’s causing high suspension rates and why they are detrimental to students, schools, and communities. Baltimore, MD: Open Society Institute-Baltimore.
Tafari, D. (2013). “I can get at these kids”: A narrative study exploring the reasons Black men teach. In C. W. Lewis & I. Toldson (Eds.), Black male teachers: Diversifying the United States’ teacher workforce (pp. 93–106). Bingley, UK: Emerald Group Publishing Limited. CrossRef
The Schott Foundation for Public Education. (2011). Yes we can: The 2010 Schott 50 state report on black males in public education. Retrieved 21 August 2011 from http://blackboysreport.org/?page_id=14.
The White House Initiative on Educational Excellence for African Americans. (2016). U.S. Department of Education. Retrieved from WHIEEAA-Call-for-African-American-Educators-factsheet.pdf: https://sites.ed.gov/whieeaa/files/2016/10/WHIEEAA-Call-for-African-American-Educators-factsheet.pdf.
Wiersma, W., & Jurs, S. G. (2009). Research methods in education: An introduction. Delhi: Pearson Education.
Williams, B. T. (2004). The truth in the tale: Race and “counterstorytelling” in the classroom. Journal of Adolescent & Adult Literacy, 48, 164–169. CrossRef
Williams, T. M. (2011). Black Teachers caring for Black Students: Intersecting identity, culturally responsive teaching, and life history. Unpublished Dissertation. Greensboro, North Carolina, USA: The University of North Carolina - Greensboro.
- “Whose World is This?”: A Composite Counterstory of Black Male Elementary School Teachers as Hip-Hop Otherfathers
Dawn N. Hicks Tafari
- Springer Netherlands
The Urban Review
Issues and Ideas in Public Education
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
Best Practices für Web-Exzellenz im Online-Handel/© venimo | Fotolia