A Framework for Black Masculine Caring
Edited By Lisa Bass
Chapter Six: Black Fathers as Curriculum: Adopting Sons and Advancing Progressive-Regressive Black Masculinity
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Black Fathers AS Curriculum
Adopting Sons and Advancing Progressive-Regressive Black Masculinity
TY-RON M. O. DOUGLAS
This chapter presents an adoption model for Black males that is historically and culturally sensitive to the unique dynamics of Black masculinity. To inform the theoretical framework of this curriculum plan, elements of Henderson and Hawthorne’s (2000) “Eclectic Problem Solving” approach; Dantley’s (2005) theoretical proposal for a more hopeful, spiritually grounded curriculum for African American children; and Kincheloe and Steinberg’s (1993) discussion of post-formal thinking are incorporated. Moreover, these paradigms are undergirded by a historical contextualization that includes Watkin’s (1993) analysis of “Black Curriculum Orientations,” as well as a critique of Mutua’s (2006) notions regarding progressive Black masculinities.
Together, these dynamics serve as the springboard for the specific “snapshots” that will allow the reader to peer into the essential roles that Black men play as both fathers and educators. In this light, the term educator is broadly defined to include and overlap with fathering. As such, the curriculum plan proposed herein transcends the boundaries of traditional schooling, even as it simultaneously provides a historically and culturally grounded call for more Black male educators to adopt “our sons” both inside and outside of the schoolhouse. It should be noted, however, that this work does not mean to suggest generalizability, since every family and father is different. In fact, as Eisner (2002) suggested, the ideas and plans...
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