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作者

来源

URBAN EDUCATION,Vol.52,Issue5SI,P.561-584

语言

英文

关键字

identity; Black males; subjects; culturally relevant/sustaining pedagogy; AFRICAN-AMERICAN MALES; ACADEMIC-ACHIEVEMENT; SUCCESS; COLLEGE; SCHOOLS; COLOR; YOUTH

作者单位

[Johnson, Latrise P.] Univ Alabama, Tuscaloosa, AL USA. Johnson, LP (reprint author), Univ Alabama, Dept Curriculum & Instruct, Tuscaloosa, AL 35487 USA. E-Mail: lpjohnson5@ua.edu

摘要

To understand how one participant "engage[s] in social action to solve problems," this research utilizes critical narrative analysis to illustrate how researchers may re-enter into critical conversations with participants to interrupt deficit discourses used when describing the lives of Black male youth. This article analyzes the narrative of Teamer-a Black male from the urban south and former student of the researcher-alongside problematic and pervasive discourse to illustrate how individual narratives provide the context for re-examining normalized notions and how participating in critical meta-awareness can interrupt the deficit gaze placed upon Black males.