Ross, K. M., Nasir, N. I. S., Givens, J. R., de Royston, M. M., Vakil, S., Madkins, T. C., & Philoxene, D. (2016). “I do this for all of the reasons America doesn’t want me to”: The organic pedagogies of Black male instructors. Equity & Excellence in Education, 49(1), 85-99.

This article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci’s (1971Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci: Hoare, Q. & Smith, G. N. (Eds.). (Hoare, Q. & Smith, G. N., trans.) New York, NY: International.  [Google Scholar]) theory of the organic intellectual, Mills’ (1997Mills, C. W. (1997). The racial contract. Cornell, NY: Cornell University Press. [Google Scholar]) and Leonardo’s (2013Leonardo, Z. (2013). The story of schooling: Critical race theory and the educational racial contract. Discourse: Studies in the cultural politics of education, 34, 599–610. doi: 10.1080/01596306.2013.822624[Taylor & Francis Online], , [Google Scholar]) theories of the subperson and substudent, and Dumas’ (2014Dumas, M. J. (2014). “Losing an arm”: Schooling as a site of Black suffering. Race, Ethnicity, and Education, 17(1), 1–29. doi: 10.1080/13613324.2013.850412[Taylor & Francis Online], , [Google Scholar]) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity.

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