Introduction:

Blain, Keisha N.; Cameron, Christopher P.; Farmer, Ashley D.

doi:10.2307/j.ctv7tq4rv.3

Cited by 3 publications

(4 citation statements)

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“…I began to ask, what will it take to have Black boys, beginning in third grade, write a paragraph similar to the one found in the textual literacy frame? King's writing is a part of the intellectual tradition, a Black intellectual tradition in particular, (Alexander, 2021;Alridge et al, 2021;Bay et al, 2015;Blain et al, 2018;Collins, 2013;Dyson, 2004;Grant et al, 2016;Kennedy, 2021;Porter, 1995) The Black intellectual framework brings order to conceptual, theoretical, pedagogical and analytical lenses and literacy practices to increase the likelihood of Black boys reading, writing and thinking at advanced levels.…”

Section: Textual Literacy Frames and Black Intellectual Frameworkmentioning

confidence: 99%

“…I began to ask, what will it take to have Black boys, beginning in third grade, write a paragraph similar to the one found in the textual literacy frame? King's writing is a part of the intellectual tradition, a Black intellectual tradition in particular, (Alexander, 2021; Alridge et al., 2021; Bay et al., 2015; Blain et al., 2018; Collins, 2013; Dyson, 2004; Grant et al., 2016; Kennedy, 2021; Porter, 1995) that has seven major pathways toward advanced literacy development (Tatum, 2021): Interdisciplinarity Writing Passion for ideas Voracious reading Knowledge accumulation Analytical and interpretive tools Desire to shape the thinking of others. …”

Section: Textual Literacy Frames and Black Intellectual Frameworkmentioning

confidence: 99%

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Bringing Order to the Literacy Development of Black Boys in the Elementary Grades

Tatum

2023

The Reading Teacher

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Discussions and practices focused on Black boys' literacy development and equity in U.S. classrooms require serious thought and interrogation if the aim is to move these boys toward advanced levels of reading, writing, intellectual development, and human development. Sorely, Black boys have become subjects of educational, programming, and policy experimentation endorsed by school boards that lead to instructional and curricular shortcomings in elementary classrooms. In this article, I call for a need to bring order to the literacy development of Black boys in the elementary grades by focusing on advanced literacy outcomes and the intellectual tradition. Order is needed to counter the random nature of literacy development that results in chaos and disorder as evidenced by reading outcomes and many Black boys, both high‐academically performing and low‐academically performing, being underserved in U.S. classrooms.

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Section: Textual Literacy Frames and Black Intellectual Frameworkmentioning

confidence: 99%

“…I began to ask, what will it take to have Black boys, beginning in third grade, write a paragraph similar to the one found in the textual literacy frame? King's writing is a part of the intellectual tradition, a Black intellectual tradition in particular, (Alexander, 2021; Alridge et al., 2021; Bay et al., 2015; Blain et al., 2018; Collins, 2013; Dyson, 2004; Grant et al., 2016; Kennedy, 2021; Porter, 1995) that has seven major pathways toward advanced literacy development (Tatum, 2021): Interdisciplinarity Writing Passion for ideas Voracious reading Knowledge accumulation Analytical and interpretive tools Desire to shape the thinking of others. …”

Section: Textual Literacy Frames and Black Intellectual Frameworkmentioning

confidence: 99%

Bringing Order to the Literacy Development of Black Boys in the Elementary Grades

Tatum

2023

The Reading Teacher

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“…Fortified within the counter-hegemonic tradition of Black intellectual thought themselves, Blain et al (2018) provided a comprehension analysis of such modes of resistance in New Perspectives on the Black Intellectual Tradition . Topics ranged from professors’ use of French at Howard and Atlanta University to forge diaspora to the rise of secularism among notable Black authors.…”

Section: Introductionmentioning

confidence: 99%

Gatekeepers and Guardians of Black Intellectual Thought: Black Male Teacher-Coaches Combating an Anti-Black Epistemic Order

Thomas

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Historical narratives and contemporary research continue to produce scholarship on teacher-coaches through a White racial frame that both reifies a Western European origin story and centers the experiences of White males. However, the American history of teacher-coaches is not the Black history of teacher-coaches. The Black male teacher-coach tradition is anchored in the utilization of Black intellectual thought to implement revisionist ontology projects that simultaneously claim Black personhood and contest curricular genocide while being consumed within an anti-Black milieu. In this study, the tradition of Black male teacher-coaches’ critical civic engagement within secondary schools is taken from the margins and centered. Purpose/Objective/Research Questions/Focus of Study: This study examines how Black male teacher-coaches utilize Black intellectual thought within secondary social studies and literature courses to combat a White-controlled epistemic order of knowledge. Within their courses, the participants purposefully challenge institutional forms of bad faith by utilizing Black intellectual thought to unsettle the coloniality of truth to challenge the existing anti-Black scholastic order of knowledge. Using the theoretical lenses of subjective understanding and bad faith, this study is guided by the following primary research question: How do Black men in predominantly non-Black schools utilize Black intellectual thought to enact their work as teacher-coaches? Research Design: The findings from this study emerge from an instrumental multiple case study that included four Black male teacher-coaches serving as secondary social studies or literature educators in schools that were not predominantly Black. Employing an interpretive approach within this methodology created space to redress the following two broader external interests: (1) de-essentializing the specificity of the Black male teacher-coach tradition from a Eurocentric dominant narrative, and (2) explicating the salience of Black intellectual thought in the counter-hegemonic practices of these Black men relative to anti-intellectual tropes about teacher-coaches in general. Findings/Results: Findings indicate how participants continue the legacy of the long Civil Rights Movement by utilizing Black intellectual thought to enact a project of revisionist ontology to combat an anti-Black epistemic order of knowledge. The study explicates the following thematic findings: (1) carving out space for Black intellectual thought, (2) centering Black intellectual thought, and (3) making Black intellectual thought relevant. Conclusions/Recommendations: Findings from this study illustrate how Black teachers in general, and Black male teacher-coaches in particular, serve as the gatekeepers and guardians of Black intellectual thought within predominantly non-Black secondary schools. Participants who were secondary social studies and literature teachers resisted a White-controlled epistemic order that marginalizes Black intellectual thought. These findings have direct implications for secondary preservice teachers with the desire to courageously enact fugitive pedagogical practices to include diverse, antiracist curricular materials.

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“…The editors' resistance to replicating the "exclusionary framework" that long placed Black thought and Black people at the margins of intellectual history affirms the theoretical centrality of freedom of expression or exploration to the field of African American intellectual history. 128 While the "radical inclusiveness" affirmed in New Perspectives has certainly encouraged a diversity of scholarship on African American intellectual history, the burgeoning field has been characterized by a clear emphasis on transnationalism or internationalism. In recent years, intellectual historians have pushed beyond imperial and national boundaries.…”

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confidence: 99%

The Rise of African American Intellectual History

Byrd

2020

Mod. Intell. Hist.

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This essay makes a decisive turn to the history and historiography of African American intellectual history, a field of study long relegated to the margins of the general field of US intellectual history. Its principal intention is to reflect on the origins, growth, and recent institutionalization of African American intellectual history while showing the relationship between those developments and broader trends within the US and, at times, European historical profession. This framework is meant as a corrective. African American intellectual history is a distinctive field with its own origins, objectives, and methods. Yet it also demands centering within US and global intellectual history. Marginalized for too long, African American intellectual history has long proposed and advanced innovative ways of doing and conceptualizing intellectual history. I suggest that this burgeoning field has important, generalizable lessons about the practice and possibilities of intellectual history writ large.

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Introduction:

Cited by 3 publications

References 0 publications

Bringing Order to the Literacy Development of Black Boys in the Elementary Grades

Bringing Order to the Literacy Development of Black Boys in the Elementary Grades

Gatekeepers and Guardians of Black Intellectual Thought: Black Male Teacher-Coaches Combating an Anti-Black Epistemic Order

The Rise of African American Intellectual History

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