Power, politics, and critical race pedagogy: a critical race analysis of Black male teachers’ pedagogy

Abstract

In this article, the authors explore the analytic connections between the scholarship on Black teachers and the development of the concept of critical pedagogy. In particular, the authors conduct a detailed analysis of both of these discourses and then explore the work of two African‐American male teachers in an urban school in Los Angeles. The findings reveal that the links between critical pedagogy and the scholarship on Black teachers is stronger than the existing literature would suggest. Additionally, it is suggested that Black male teachers in urban communities embody qualities outlined in both critical pedagogy and the scholarship on Black teachers.