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Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers


by Marvin Lynn — 2006

Black men have remained largely absent from the educational discourse on teachers and teaching. Even more important, their perspectives have not been fully considered in the debates over what constitutes culturally relevant classroom practice. In this article, portraits of the teaching lives of three Black men who worked as full-time teachers in urban schools in California are drawn. The portraits outline the teachers’ entrée into teaching, their views on pedagogy, and their culturally and racially sensitive pedagogical practice.


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Cite This Article as: Teachers College Record Volume 108 Number 12, 2006, p. 2497-2522
http://www.tcrecord.org ID Number: 12851, Date Accessed: 12/18/2017 9:52:04 AM

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About the Author
  • Marvin Lynn
    University of Maryland, College Park
    E-mail Author
    MARVIN LYNN is assistant professor and director of the Minority and Urban Education program in the Department of Curriculum and Instruction at the University of Maryland, College Park. His research examines the work and lives of Black men who teach in K–12 public urban schools in the United States. He has also written extensively in the area of critical race theory and education. His latest article entitled “Inserting the ‘Race’ Into Critical Pedagogy: An Analysis of ‘Race-Based Epistemologies’” was published in 2004 in the Journal of Educational Philosophy and Theory.
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