A Framework for Black Masculine Caring
Edited By Lisa Bass
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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