Overview

This book reflects the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for men teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors address race and race inequality in education and provide a strong theoretical foundation for filling the empirical gap on men teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be ‘men’ or ‘of color’ in the context of the teaching profession in the U.S. and abroad? What are the aims of ethnoracial diversity in the field of education? The research included in this edited volume explores topics including, but not limited to, men teachers of color and their perceived pathways to the profession; their perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectations of performing as a role model in classrooms. Moreover, the chapters provide explicit implications for teachers, teacher educators, university, and PK-12 administrators, education activists, and/or education policymakers. In sum, this volume charts a new landscape in education research for all men teachers of color. The chapters in this book were originally published as a special issue of the journal Race Ethnicity and Education.

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9781032491868

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Ashley N. Woodson is a mother, teacher and higher education activist. In addition to advocating for promising practices in social studies teacher education, Dr. Woodson researches the civic identities and freedom dreams of Black adolescents in the postindustrial Midwest. She is currently the Associate Vice President of Academic Outreach at Albion College, USA. Travis J. Bristol is Associate Professor of teacher education and education policy at the University of California, Berkeley’s School of Education, USA. His research explores the practices that support teacher and student learning and the policies that enable and constrain teacher workplace experiences and retention. Dr. Bristol has published over 60 peer-reviewed articles, book chapters, policy briefs, and opinion editorials. Most recently he co-edited The Handbook of Research on Teachers of Color and Indigenous Teachers. Dr. Bristol is chair of the National Board for Professional Teaching Standards Board of Directors.

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