ABSTRACT

In this article, life history methodology and principles of counterstorytelling are used to examine moments when one Black male preservice social studies teacher and three Black male social studies teachers challenge Black masculinist visions of leadership, and moments when they seem complicit in perpetuating these visions. Findings indicate that these educators’ understandings of Blackness, maleness, and the pursuit of Black masculine recognition are fluid, developing and sometimes contradictory. We argue that while necessary across disciplines, interrogations of Black masculinity are uniquely imperative in social studies teacher education due to how assumptions about Blackness and maleness have shaped struggles for Black civic recognition.

摘要

在本文中，生活史方法论和反叙事原理被用来检验当一名黑人男性职前社会研究老师和三名黑人男性社会研究老师挑战黑人男性气概的领导才能的时刻，以及他们似乎使这些愿景永久化的时刻。结果表明，这些教育者对黑人，男性和对黑人男性认可的理解是不稳定的，发展的，有时是矛盾的。我们认为，尽管跨学科是必不可少的，但由于关于黑人和男性的假设如何塑造了黑人公民认可的斗争，因此在社会研究教师教育中，对黑人男性气质的审讯是非常必要的。