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Black men teaching in urban schools : reassessing Black masculinity

Author: Edward Brockenbrough
Publisher: New York ; London : Routledge/Taylor & Francis Group, 2018. ©2018
Series: Routledge critical studies in gender and sexuality in education.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers' relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Brockenbrough, Edward.
Black men teaching in urban schools.
New York ; London : Routledge/Taylor & Francis Group, 2018
(OCoLC)912377833
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Edward Brockenbrough
ISBN: 9781317448518 1317448510 9781317448501 1317448502 9781317448495 1317448499 9781315696997 1315696991
OCLC Number: 1037815439
Description: 1 online resource (216 pages)
Contents: 1. Introduction : "acting tougher" --
2. Saving Black boys : Black male teachers and saviorist Black masculinity --
3. Call and response : the resonance of saviorist discourses --
4. Great expectations : Black male teachers as disciplinarians and father figures --
5. Patriarchy meets women's work : encountering female power in the workplace --
6. The voices (and silences) of Black queer male teachers --
7. "The whole Black thing helps, too" : the affordances of culturally responsive pedagogies --
8. Conclusion : doing Black masculinity work.
Series Title: Routledge critical studies in gender and sexuality in education.
Responsibility: Edward Brockenbrough.

Abstract:

This volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers' relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms.

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