Date of Award
2017
Document Type
Open Access Dissertation
Department
Educational Studies
Sub-Department
College of Education
First Advisor
Allison Anders
Second Advisor
Gloria Boutte
Abstract
Despite the vast amount of research on effectively educating African American students, there are few studies capturing the educational narratives of African American students, and specifically Black males, in their own words. Much of the literature focuses on dismal statistics and outcomes concerning African American male students. Drawing upon Woodson’s (1933) timeless critique of the miseducation of the Negro, Afrocentricity in education (Asante, 1987; King & Swartz, 2014,2016) emancipatory pedagogies, and Ladson-Billings’ (1994) theory of culturally relevant pedagogy, this study explores one adolescent African American male’s reflections on school. Using a critical case study methodology, one participant, Merrick, participated in four semistructured in-depth interviews. From a coding analysis, I developed four themes: (1) meaningful work for Merrick, (2)the impact of teachers on Merrick, (3) Merrick’s sociopolitical consciousness, and (4)Merrick’s idea of being known. Implications for curriculum writers, teachers, teacher educators, and civic partners are presented.
Rights
© 2017, Dalisha Shante Williams
Recommended Citation
Williams, D. S.(2017). Still Runnin’ the Underground: A Critical Case Study of an Adolescent African American Male Reflecting on School. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4398