This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice?
This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA.
This study elucidates the ways in which a Black male teacher’s racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society.
This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining teachers of color in the profession and for racial literacy to be positioned as a vital component of teachers’ pedagogical content knowledge in both teacher education and professional development.
This study contributes to the literature on critical Black male teachers by forwarding a framework that helps us to understand how they engage in transformative work within assimilationist educational spaces.
