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Black Mask-ulinity

A Framework for Black Masculine Caring


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 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



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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