Black Males Navigating Race, Place, and Complex Space
Winner of the 2017 Society of Professors of Education Book Award
Winner of the 2017 American Educational Studies Association Critics' Choice Award
Border Crossing «Brothas» examines how Black males form identities, define success, and utilize community-based pedagogical spaces to cross literal and figurative borders. The tragic deaths of Michael Brown in Ferguson, Tamir Rice in Cleveland, and numerous others from Brooklyn, Britain, and Bermuda whose lives have been taken prematurely suggest that negotiating race, place, and complex space is a matter of life and death for Black males. In jurisdictions such as the U.S. and Bermuda, racial tensions are the palpable and obvious reality, yet the average citizen has no idea how to sensibly react. This book offers a reasonable response that pushes readers to account for and draw on the best of what we know, the core of who we are, and the needs and histories of those we serve.
Drawing on the educational and socializing experiences of Black males in Bermuda – a beautiful yet complex island with strong connections to the U.S., England, and the Caribbean – this book offers educators and leaders new language for postcolonial possibilities and emancipatory epistemologies related to Black male identities and success in a global context. Intriguing findings and fresh frameworks grounded in understandings of race, class, ability, transnationalism, culture, colonialism, and the construction/performance of gendered identity emerge in this book.
Portions of Chapter 2 were previously published as Douglas, T. M. O. (2012). Resisting idol worship at HBCUs: The malignity of materialism, Western masculinity, and spiritual malefaction. The Urban Review, 44(3): 378–400, and Douglas, T. M. O. (2016). Black fathers as curriculum: Adopting sons, advancing progressive-regressive black masculinity. In L. Bass (Ed.), Black mask-ulinity: A framework for black masculine caring. (pp. 93–107). New York, N.Y.: Peter Lang Publishing. Reprinted with the permission of The Urban Review and Peter Lang Publishing.
Portions of Chapter 3 were previously published as Douglas, T. M. O., & Peck, C. M. (2013). Education by any means necessary: An historical exploration of community-based pedagogical spaces for peoples of African descent. Educational Studies, 49(1), 67–91 and Douglas, T. M. O. (2014). Conflicting messages, complex leadership: A critical examination of the influence of sports clubs and neighborhoods in leading Black Bermudian males. Planning & Changing, 45(3/4): 311–338. Reprinted with the permission of both Educational Studies and Planning & Changing.
Portions of Chapter 4 were previously published as Douglas, T. M. O. (2013). Confessions of a border crossing brotha-scholar: Teaching race with all of me. In D. J. Davis & P. Boyer (Eds.), Social justice and racism in the college classroom: Perspectives from different voices (pp. 55–67). Bingley, U.K.: Emerald Publishing Group Ltd. Reprinted with the permission of Emerald Publishing Group Ltd.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.