The Educational Liberation of Black Boys: A Loving Vision for New Forms of Significance.
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| Title: | The Educational Liberation of Black Boys: A Loving Vision for New Forms of Significance. |
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| Authors: | Carey, Roderick L.1 (AUTHOR) |
| Source: | Journal of Negro Education. Summer2024, Vol. 93 Issue 3, p388-398. 11p. |
| Subject Terms: | *Interpersonal relations, *Academic freedom, Self-actualization (Psychology), Oppression, Social justice |
| People: | Baldwin, James, 1924-1987 |
| Abstract: | This article centers on the concept of "Black boy mattering," a social psychological and educational framework that examines the significance, value, and relational regard afforded to Black boys and young men in society and schools. Drawing on James Baldwin’s 1962 "A Letter to My Nephew," it explores the historical and ongoing structural marginalization of Black boys, highlighting how societal and educational institutions often confine them to marginal or partial mattering—valued primarily for athletic or entertainment talents rather than their full humanity or intellectual potential. The author proposes "comprehensive mattering" as a transformative relational dynamic that fosters Black boys’ self-actualization and educational liberation by affirming their intrinsic worth beyond stereotypes and systemic oppression. This framework calls for dismantling limiting narratives and institutional barriers, urging collective engagement in creating new forms of significance that support Black boys’ holistic flourishing. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article centers on the concept of "Black boy mattering," a social psychological and educational framework that examines the significance, value, and relational regard afforded to Black boys and young men in society and schools. Drawing on James Baldwin’s 1962 "A Letter to My Nephew," it explores the historical and ongoing structural marginalization of Black boys, highlighting how societal and educational institutions often confine them to marginal or partial mattering—valued primarily for athletic or entertainment talents rather than their full humanity or intellectual potential. The author proposes "comprehensive mattering" as a transformative relational dynamic that fosters Black boys’ self-actualization and educational liberation by affirming their intrinsic worth beyond stereotypes and systemic oppression. This framework calls for dismantling limiting narratives and institutional barriers, urging collective engagement in creating new forms of significance that support Black boys’ holistic flourishing. [Extracted from the article] |
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| ISSN: | 00222984 |
