| Abstrakt: |
An analysis of praxis can inform how teachers treat lumpen masculinities performed by young Black men, who are some of the most socially defiant and alienated from US schooling and upward mobility, specifically, and other cisgender boys of color, generally. To make sense of heteropatriarchy, toxic masculinity, and urban misogyny in the classroom, I drew on Black revolutionary and gender theory, as well as critical educational research. This critical teacher action research illustrates how addressing gendered conflict as teachers is often messy, imperfect, and full of tension. Findings also suggest that this type of teaching benefits boys who internalize and reproduce gendered contradictions, as well as girls and marginalized others who are vulnerable to these intersecting systems of oppression. I point to implications for praxis appropriate to healing from the raced, classed, and gendered fragmentation that oppressed people face under the current social system. [ABSTRACT FROM AUTHOR] |
