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Black Mask-ulinity

A Framework for Black Masculine Caring

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Edited By Lisa Bass

Black Mask-ulinity: A Framework for Black Masculine Caring is a collection of research, narratives, essays, and conceptual works to lay the foundation for an important emerging theoretical framework: Black Masculine Caring (BMC). This framework facilitates an understanding of the teaching and leading styles of Black males, and seeks to improve the educational experiences of Black male students. This book is significant in that it builds upon feminist ethic of caring frameworks and takes readers on a journey toward understanding the ethic of caring through a masculine lens. Authors explore the experiences of caring school leaders; Black male students in need of care; Black males as caring fathers; Black males as caring spiritual leaders; and Black males as caring institutional leaders. This book is appropriate for students at both the undergraduate and graduate levels in classes including the foundations of education, the sociology of education, ethics in educational leadership, teacher preparation, Black studies, and scholars seeking a deeper experience in their study of the ethics of caring.
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Chapter Four: Unmasking Leadership: African American Male Scholars’ Reflections on Critique, Justice, and Caring

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CHAPTER FOUR

Unmasking Leadership

African American Male Scholars’ Reflections on Critique, Justice, and Caring

FLOYD D. BEACHUM AND CARLOS R. McCRAY



As the United States forges into the twenty-first century, it unfortunately carries with it the “baggage” of the preceding century’s “problem of the color line” (Du Bois, 2003). Du Bois eloquently identified the problem of race, which still blinds, holds, and binds us in the new millennium. Since American schools have the potential for igniting the fire of change, which could shine as a beacon light for all of society, the task of preparing educators in American K–12 schools falls largely on colleges and universities. Thus, they become places of great promise as well as paradox owing to the irony that higher education has the ability to elicit change or reinforce the preexisting hegemony.

The purpose of this chapter is to highlight the plight of African American males throughout the educational pipeline (K–16), as well as to unmask the challenges, difficulties, and obstacles these men face—not only as a result of what they do, but of who they are. Specifically, three themes that emerge from the literature will be addressed: critique, justice, and caring (Starratt, 1991). Scholars have noted that effective educators should have a critical and discerning eye that questions people, policies, practices, and perspectives (Beachum, 2011; McCray & Beachum, 2014; Ryan, 2006; Villegas & Lucas, 2002). Moreover, the scholarly...

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