This chapter shares findings from a qualitative study on reentry adult Black males’ postsecondary education experiences and identifies strategies to help this population matriculate through college and graduate.
The purpose of this volume is to make space for the experiences and voices of Black men in the canon of adult education literature, to promote a critical assessment of institutional policies and practices, and to foster awareness and involvement among adult educators in pursuing the vision of a democratic society by addressing the issues of inequity and injustice. We link the past and the present, the private and the public, and the individual and the structural to show their interconnectivity and the need for multifaceted approaches to address the concerns of Black men in our schools and by extension our society.Our purpose is not to support a social pathology perspective (Polite & Davis, 1999) of Black men but to expose the unique challenges they face in the crisis of negative perception and resulting daily lived effects that detract from their efforts to prosper. Collectively, the chapters in this volume convey the importance of understanding lived experience as a prerequisite for establishing appropriate policies and practices to meet the needs of Black male students in educational settings.
In this current volume we've purposely used the title "Swimming into the Open" to signal that through the struggle there is hope and opportunity for adult Black males in America in which the field of adult education has, will, and must continue to play an important role.Over the course of our writing experience for this second volume, we were met with reminders in the news media as to why we must remain vigilant in our efforts to expand the narrative around Black males in adult education and the professions. Therefore, the purpose of this final chapter is threefold. First, we aim to encourage continued dialogue and exploration around the important contribution Black men' s voices have made and can make to adult education theory and practice. Second, we aim to challenge our colleagues to trouble the various factors that persist to silence Black men' s voices in the practice of adult education. Third, we also challenge adult education educators, scholars, program planners, and policy makers to use the contributions in both volumes to inform their actions and interactions with Black males.
Yes-Black Men's "Voices" MatterThe unique positionality of Black men in the United States contributes to our understanding of the nuanced dimensions and interconnections of racism, gender, and citizenship. Three key themes in this volume are the persistence of racism, the role of positionality, and resiliency.Persistent Systemic Nature of Racism. Publicized incidents of institutional oppression as well as covert practices and policies that exist in what might be considered arenas of success expose the pervasive ideology that Black men' s lives are not of equal importance in a society that espouses equal access NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no. 150, Summer 2016
This paper presents, through the lens of Black feminism, a historical review of the contextual forces that have shaped and hindered African American's women's leadership development.
This manuscript examines the past and present frameworks for conceptualizing community, community-based education, and their relationship to transformative education/learning. A case is made for the importance of community-based education providers serving as a mechanism for the engagement for such learning.
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