Power, politics, and critical race pedagogy: a critical race analysis of Black male teachers’ pedagogy

“I’m None of the Above”: Exploring Themes of Heteropatriarchy in the Life Histories of Black Male Educators

“…The studies included in this review probe problematic presumptions about Black male teachers based on racial and gender designations. This brief review by no means seeks to ignore other empirical investigations of Black male teachers that have made significant contributions to the field (see Brown, 2009;Lewis, 2007;Lynn, 2002Lynn, , 2006Lynn & Jennings, 2009;and Milner, 2009). However, we limit our discussion to those studies that specifically examined how Black male teachers negotiate heteropatriarchal identity politics.…”

“…Another strength of using Black feminist frameworks to examine how Black male educators experience and respond to dominant narratives is the emerging use of intersectionality to advance research on Black males in education (Brockenbrough, 2012a;Lynn & Jennings, 2009;McCready & Mosely, 2014). Intersectionality is a conceptual tool first articulated within Black feminist traditions, and rearticulated as a tenet of critical race theory (Crenshaw, 1991;Hill-Collins, 1996).…”

An Analysis of a White Preservice Teacher’s Reflections on Race and Young Children Within an Urban School Context

“…In their overview of the roots of CRT (which originated in critical legal studies) and their discussion of how its tenets have been taken up by critical scholars in education, Lynn and Jennings (2009) address several of the distinctive claims that undergird CRT, two of which are particularly relevant to this discussion. The first and most fundamental claim of CRT is that racism has been so inherently ingrained in "the political and legal structures [of U.S. society] as to be almost unrecognizable," and thus it is endemic nature has become a normal part of daily life.…”

“…As Lynn and Jennings (2009) and Solórzano and Yosso (2002) assert, critical race scholars in education draw on CRT as a theoretical, methodological, and pedagogical tool for examining the beliefs and practices of teachers in K-12 classrooms (and their connection to race and racism) and, in particular, for exploring the lived experiences of teachers and students of Color in educational settings. Here, we engage in the CRT practice of using race as an analytical lens that allows us to illuminate the racialized perspectives of children of Color, and to name those perspectives as examples of what critical race scholars refer to as "counter-narratives"-narratives derived from the lived experiences of people of Color that challenge prevailing ideas and dominant beliefs regarding the contemporary role and function of race in U.S. society.…”

A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era

“…A socially conscious curriculum, as advocated by Paulo Freire (1986), needs to identify oppressive elements of the school community that leads to the explicit (policy interpretations) and implicit (assimilation expectations) denial of educational access for Haitian immigrant children. In doing so, teachers would follow a critical theory approach that incorporates problem posing questions for understanding what constitutes power, who holds power, and, how power is used to benefit certain groups (Freire, 1986;Lynn & Jennings, 2009). Professional development and teacher training would provide teachers, who have demonstrated a willingness and belief in equal access to educational opportunity, to have the ability to see beyond the superficial act of school attendance, and seek a truer meaning of providing educational opportunities to…”