Shaking the<i>bad boys</i>: troubling the criminalization of black boys’ childhood play, hegemonic white masculinity and femininity, and the<i>school playground-to-prison pipeline</i>

Bryan, Nathaniel

doi:10.1080/13613324.2018.1512483

Cited by 52 publications

(34 citation statements)

References 35 publications

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“…CRT challenges racism and processes of racialization by centering these processes and thus dismantling neutrality and colour-blindness. Research using a CRT framework is often focused on K-12 and postsecondary education; CRT is an important lens to reconceptualize race and racialization in early childhood spaces (Berman et al 2017;Bryan, 2018;. A fundamental tenet of CRT is storytelling as a counternarrative.…”

Section: Critical Race Theorymentioning

confidence: 99%

Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

Abawi

2021

J Child. Stud.

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This paper critically unpacks the racialized and gendered hierarchies between the co-teaching model of early childhood educators (ECEs) and Ontario certified teachers (OCTs) in full-day kindergarten (FDK), and how such positionalities speak to racial socialization in early learning spaces. While young children and early learning spaces are often portrayed as raceless, ahistorical, and apolitical, extant literature suggests that children as young as two years of age are aware of visible and cultural differences between themselves and other groups. The paper employs a reconceptualist framework by drawing on critical race theory to explorehow racialized power relations between ECEs and teachers inform hierarchies of dominance and impact processes of racial socialization in FDK learning spaces. While both professions are predominantly feminized, the overwhelming majority of teachers in Ontario are white and middle class, whereas ECEs in FDK programs are more likely to be racialized and marginalized due to low wages and diminished professional status as care workers rather than educators. Although there has been great emphasis on the importance of diversifying the teacher workforce, there is minimal study on the impact of the hierarchies and racialized power relations between ECEs and OCTs and their impact on racial socialization in FDK programs. This conceptual paper seeks to address this gap.

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Section: Critical Race Theorymentioning

confidence: 99%

Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

Abawi

2021

J Child. Stud.

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“…CRT scholarship urgently and effectively challenges dominant ideologies, narratives, and perspectives about people of Color through counterstorytelling—using stories that center and elevate the voices of people of Color (Cook, 2013; Milner, 2010). However, sometimes, CRT—and, by extension, counterstorytelling—tends to be more adultcentric rather than childcentric (Bryan, 2020). I will further address this idea later in the article.…”

Section: Crt Blackcrit Theory and Bmsmentioning

confidence: 99%

Remembering Tamir Rice and Other Black Boy Victims: ImaginingBlack PlayCrit LiteraciesInside and Outside Urban Literacy Education

Bryan

2020

Urban Education

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Building on Critical Race Theory, Black Critical Theory in education (BlackCrit), and Black Male Studies (BMS), the author theorizes what he terms Black PlayCrit and, by extension, Black PlayCrit Literacies. Black PlayCrit brings attention to the specificity of Blackness and anti-Black misandric violence in the play experiences of Black boys, including Tamir Rice, who was murdered by two police officers while playing with a toy gun in a public park in Cleveland, Ohio. Black PlayCrit Literacies serves as a conceptual and pedagogical tool to challenge anti-Black misandry in Black boys’ play experiences. Given that the play experiences of Black boys (and other children of Color) are racialized and gendered, yet undertheorized in extant literature, specific recommendations are provided for urban literacy education research and practice to acknowledge and protect Black boys from the anti-Black misandric violence they face during boyhood play.

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“…They explained that when educators enact culturally unresponsive pedagogical and schooling practices that negatively impact on Black children, educators are engaging in the lynching of Black children in classrooms. In other words, these educators symbolically and metaphysically become the holders of the gun, the bullet (killers of hopes and dreams) and those who inflict the wounds on the hearts, minds, and spirits of Black children (Bryan, 2017(Bryan, , 2018bLeonardo and Boas, 2013).…”

Section: Types Of Violence In Schoolsmentioning

confidence: 99%

When will Black children be well? Interrupting anti-Black violence in early childhood classrooms and schools

Boutte

Bryan

2019

Contemporary Issues in Early Childhood

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We demonstrate that Black children are not faring well in early childhood settings and suggest ways educators can work toward ensuring that Black children thrive and flourish in schools. Five types of daily violence/traumas that Black children experience in schools are described against the ethical backdrop First Do No Harm (Boutte, 2008). Evoking the Maasai legend that asks, How are the children? we share two examples of Black males’ school experiences, though we readily acknowledge that Black females experience parallel issues. We present an overview of five types of school violence (physical, symbolic, linguistic, curricular/pedagogical, and systemic), and conclude by offering ways to interrupt these to ensure that Black children are well.

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Shaking thebad boys: troubling the criminalization of black boys’ childhood play, hegemonic white masculinity and femininity, and theschool playground-to-prison pipeline

Cited by 52 publications

References 35 publications

Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

Privileging Power: Early Childhood Educators, Teachers, and Racial Socialization in Full-Day Kindergarten

Remembering Tamir Rice and Other Black Boy Victims: ImaginingBlack PlayCrit LiteraciesInside and Outside Urban Literacy Education

When will Black children be well? Interrupting anti-Black violence in early childhood classrooms and schools

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