ABSTRACT

The manuscripts in this special issue chart a new landscape for educational research on male teachers of color.The contributors examine the lived complexities subsumed under the umbrella of ‘male teachers of color,’ and place research on distinct groups of male teachers of color in conversation with one another.The manuscripts in this special issue reflect the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for male teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors provide a strong theoretical foundation for filling the empirical gap on male teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be ‘male’ or ‘of color’ in the context of the teaching profession? What are the aims of racial and ethnic diversity in the field of education? The research included in this special issue explores topics including, but not limited to, male teachers of color’s perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectation of performing as a role model in the classroom. Moreover, the articles provide explicit implications for teachers, teacher educators, university and PK-12 administrators, education activists and/or education policymakers.

摘要

本期特刊中的手稿为彩色男教师的教育研究开辟了一个新的前景，研究者考察了``彩色男教师''保护下的生活复杂性，并在对话中对不同的彩色男教师群体进行了研究。本期特刊的手稿反映了教育批判性研究的多样性和可能性，重点是对有色男教师的社会认同的交集的考察，以及社会认同与政治和政治斗争之间的关系。专业机构。作者通过解决以下问题为填补有色男性教师的经验空缺提供了坚实的理论基础：种族，性别，和职业可以指导教师教育的未来？在教学行业中，“男性”或“有色”是什么意思？教育领域的种族和民族多样性的目标是什么？本期特刊中的研究探讨了一些主题，包括但不限于对有色人种有不同见识并与其他性别的同事建立伙伴关系的男老师；他们的性和性别认同及表现；以及他们如何拥抱，拒绝或谈判在课堂上扮演榜样的期望。此外，这些文章对教师，教师教育者，大学和PK-12管理员，教育活动家和/或教育政策制定者有明确的启示。