Voices at the Intersection: Examining the Roles of Race and Gender in the Pedagogies of Black Male Special Educators

• In Event: Male Teachers of Color and the Remaking of the Teaching Force

Abstract

Through grounded theory and narrative inquiry methodologies (Charmaz, 2006; Xu & Connelly, 2010), seven Black male special educators' pathways to the profession, as well as their current pedagogical successes, will be examined through the lens of their gendered and racialized identities (Brockenbrough, 2012; Gee, 2000). Using intersectionality as a theoretical framework (Collins, 2015; Crenshaw, 1991), the focus is to advance perspectives of this group by tapping into their pedagogical expertise, as well as their personal narratives, by invoking the African-American tradition of storytelling (Banks-Wallace, 2002).

Author

• Patrice Elizabeth Fenton, University of Miami