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Making Black Boys and Young Men Matter: Radical Relationships, Future Oriented Imaginaries and Other Evolving Insights for Educational Research and Practice

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Title: Making Black Boys and Young Men Matter: Radical Relationships, Future Oriented Imaginaries and Other Evolving Insights for Educational Research and Practice
Language: English
Authors: Carey, Roderick L.
Source: International Journal of Qualitative Studies in Education (QSE). 2020 33(7):729-744.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Descriptors: African Americans, Males, Neoliberalism, Athletes, Racial Bias, Ethnic Stereotypes, Social Justice, Equal Education, Art Activities
DOI: 10.1080/09518398.2020.1753255
ISSN: 0951-8398
Abstract: How have Black boys and young men mattered within society and schools, and how can educational stakeholders formulate contexts for them to do so more fully, robustly or "comprehensively?" Drawing from social-psychological conceptualizations and the author's own prior theorizing, this essay investigates how Black boys and young men matter to those within society and schools by summoning historical antecedents, empirical research and present-day examples. Three types of mattering emerge from this investigation. "Marginal mattering" is realized through societal and educational practices that criminalize, dismiss and propel Black boys and young men into school and social failure. "Partial mattering" signals the valuation of some of their skills and abilities (e.g. often athletic, artistic and heroic in nature) and those which leave racist systems unchallenged. In activating both Afropessimism and Afrofuturism, the author imagines through and beyond their present binds and instead advocates that stakeholders must develop a creative, radical and future-oriented imaginary for the robust, aspirational and "comprehensive mattering" of Black boys and young men.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1263800
Database: ERIC
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  Data: How have Black boys and young men mattered within society and schools, and how can educational stakeholders formulate contexts for them to do so more fully, robustly or "comprehensively?" Drawing from social-psychological conceptualizations and the author's own prior theorizing, this essay investigates how Black boys and young men matter to those within society and schools by summoning historical antecedents, empirical research and present-day examples. Three types of mattering emerge from this investigation. "Marginal mattering" is realized through societal and educational practices that criminalize, dismiss and propel Black boys and young men into school and social failure. "Partial mattering" signals the valuation of some of their skills and abilities (e.g. often athletic, artistic and heroic in nature) and those which leave racist systems unchallenged. In activating both Afropessimism and Afrofuturism, the author imagines through and beyond their present binds and instead advocates that stakeholders must develop a creative, radical and future-oriented imaginary for the robust, aspirational and "comprehensive mattering" of Black boys and young men.
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