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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 Nine: Manhood Development and Sustainable Institutional Care: John Hope at Morehouse College


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Manhood Development AND Sustainable Institutional Care

John Hope at Morehouse College


The culturally responsive traditions and pedagogies of early twentieth-century African American educators have long been a resource for the discussion of African American care ethics (Foster, 1997; Irvine, 1990; Jones, 1981; Morris & Morris, 2000; Siddle Walker, 1996, 2000; Siddle Walker & Tompkins, 2004). These works argue that in spite of the strictures placed on education within a racist system, African American educators developed a working definition of professionalism that incorporated culturally based ideas of caring. Siddle Walker and Tompkins (2004), for example, examined a cross section of literature and histories pertaining to teachers and administrators in segregated schools. From this they theorized that African American educators of the past practiced care for their students both interpersonally and institutionally. Interpersonal care is “a state in which a person who is caring is concerned about, and willing to attempt to meet, the physical, psychological, and academic needs of the individual for whom that person is caring” (Siddle Walker & Tompkins, 2004, p. 79). Concurrently, institutional care involves the efforts of individuals to create and promote institutional structures that facilitate such interpersonal care. Institutional care, then, is paramount, as interpersonal care cannot reach its goals without institutional support. It is apparent that the system of interpersonal and institutional care for African American students involved many individuals, both men and women, in different capacities. Less...

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