Toward Progressive Masculinity and Transformative Pedagogy: An Analysis of the Black Male Teacher Literature

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Abstract

Black male teachers represent only two percent of the United States public school teaching force. With this sobering statistic in mind, Black male teachers are rarely explored in the scholarly literature, and when they are, their voices express common misconceptions about their masculinity and practice. In this literature review, I explore three issues: how Black male teachers speak about their masculine identities and pedagogy, how those categories impact how their Black male students develop concepts of traditional or progressive masculinity, and also how Black male teachers use transformative pedagogy and sociocritical literacy to achieve progressive masculinity in the third space.

Author

• Jamar J Perry, University of Maryland - College Park