Power, Politics, and Critical Race Pedagogy: A Critical Race Analysis of Black Male Teachers’ Pedagogy

Authors

Marvin Lynn, Portland State UniversityFollow
Michael Jennings, University of Illinois at ChicagoFollow

Published In

Race Ethnicity and Education

Document Type

Citation

Publication Date

2009

Abstract

In this article, the authors explore the analytic connections between the scholarship on Black teachers and the development of the concept of critical pedagogy. In particular, the authors conduct a detailed analysis of both of these discourses and then explore the work of two African‐American male teachers in an urban school in Los Angeles. The findings reveal that the links between critical pedagogy and the scholarship on Black teachers is stronger than the existing literature would suggest. Additionally, it is suggested that Black male teachers in urban communities embody qualities outlined in both critical pedagogy and the scholarship on Black teachers.

Rights

Copyright (2009) Taylor & Francis

Description

*At the time of publication, Marvin Lynn was affiliated with the University of Illinois at Chicago.

Locate the Document

http://dx.doi.org/10.1080/13613320902995467

DOI

10.1080/13613320902995467

Persistent Identifier

http://archives.pdx.edu/ds/psu/23747

Citation Details

Lynn, M., & Jennings, M. E. (2009). Power, politics, and critical race pedagogy: A critical race analysis of Black male teachers’ pedagogy. Race Ethnicity and Education, 12(2), 173-196.