A call & response critical poetic inquiry of resistance ideologies among teachers and Black youth

Abstract

Grounded in the Black intellectual tradition, this article explores how Black youth and teachers of Black youth operationalize resistance ideologies to combat hegemonic narratives about Black youth in U.S. urban school spaces. Using data from four Black youth and teacher participants, we applied a priori coding based on Bernard and Agozino’s description of Black free spaces and the Black Studies Theory of Alterity to identify the participants’ resistance ideologies and how they were evidenced. Next, we employed a call-and-response method of critical poetic inquiry to analyze participants’ responses, generate themes, and produce research poetry as findings. The three primary themes include (1) savior narratives for Black youth, (2) discipline and perceptions of Black youth, (3) the systems of belief within participants’ resistance ideologies. The findings are disseminated in a call-and-response format that joins the teacher’s perspectives with Black youth perspectives.