Document Type
Article
Publication Date
8-7-2017
Abstract
This study examines the schooling of black male students in a U.S. high school. Drawing upon positioning theory and student resistance literature, I describe how the students make meaning of the pathologizing positioning practices of the school, including how they resist and internalize dominant discourses about black masculinity and how their performances of particular masculinities within the school are met with surveillance, regulation, and discipline. I argue that schools are locations where dominant ideologies of black masculinities are imposed, contested, and sometimes reproduced.
Recommended Citation
Allen, Q. (2017). “They write me off and don't give me a chance to learn anything”: Positioning, discipline, and black masculinities in school. Anthropology & Education Quarterly, 48(3), 269–283. doi:10.1111/aeq.12199
Peer Reviewed
1
Copyright
American Anthropological Association
Included in
African American Studies Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Elementary and Middle and Secondary Education Administration Commons, Inequality and Stratification Commons, Race and Ethnicity Commons, Social and Philosophical Foundations of Education Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Anthropology & Education Quarterly, volume 48, issue 3, in 2017following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1111/aeq.12199