“There are literally young black boys who have never seen a black man reading.” Alvin Irby

by Jay

Imagine entering your literacy class and dreading every second of the time you are in this prison of a classroom.  Classrooms that are not culturally sustaining assimilate into these prisons for many African American males, because of internal and external factors. 

The following list form Tatum shows  “several factors that serve as barriers to achievement for African American males” (Tatum, 2006, P. 44)

 

Internal Factors:                                   External factors

self-concept                                          Structural Racism

identity issues                                      Community Patterns

behaviors as acting tough                   Parents education attainment

failing to retreat from violence           Socioeconomic status

avoiding self-disclosure       

dissociating from school

A teacher that is not aware of these factors will be setting up the student to fail in many ways inside and outside of the classroom.  Culturally sustaining literacy needs to be brought into the school that addresses “content to student experiences: developing character development program, rites-of-passage programs, comprehensive literacy programs, and academically oriented remedial programs; and establishing all-male academies or alternative schools and program designed specifically for African American males.” (Tatum, 2006, P. 44)

How to free African American males from this prison as a teacher? Tatum outlines ways to be responsive to their needs by finding the glaring omissions, developing connections between the students and readings, shape positive life outcomes, and reading relevant.  How will you introduce these books within a multicultural classroom?  Thus, setting them free from the White, Dominated, Male school system that they are trap within.

Alvin Irby states during his Tedtalk that “There are literally young black boys who have never seen a black man reading.” Recognizing that a change needs to happen he went to where boys go twice a month, the Barbershop.  If he could get them to read while getting their hair cut, he could start the change.  Listen to hear how he has created a reading environment at a barbershop.  

He is inspiring young black boys to say “I’m a reader”

I cannot recall willingly being part of a book club. I have been part of many that were forced upon me by my prior employer.  All those self-help, management, leadership and personality books that are collecting dust, because although they wanted change.  They did not want to change. It was so much easier to rinse and repeat the processes and ignore change.

Now, if I were subjected to the Project ONEE as described by Jucius and Shealy, I would have retained and utilized information from these books. To have someone/group of people accept your connection, listen to your support assertions and how to work within the communities to promote change would have been great. 

Teachers as political agents shares that a teacher is a broker, in this sense, is someone who stands at the boundary between two different communities or system of activity and who actively imports the way of being and doing of one community into the other (Bomer and Bomer, p. 155).   Over the years I have been a political agent of change with a community basketball program, Boy Scouts of America, and Rotary Clubs.  Through these groups, I have activity developed youth skills and leadership abilities.  When I chose to become involved with these group I had no idea how much of my free time they would engulf. Though all of these group I have helped enact democracy.  Such as asking “what drills would you like to do?” “What merit badge would you like to focus on over the next two months?” “How do we have more members help at the upcoming fundraiser?”  It was always crucial to gather as many peoples input before an outing or event.  The more people know that their opinion matters, the more involved they will become.   There are so many times that I could have completed the task by myself and a quarter of the time, but by doing this, it would have been all mine and a dictatorship.  It is very lonely at the top when every possible as a teacher do not become a dictator.

I am left with many questions about how to become a better teacher through culturally sustaining, book clubs and community involvement.  Would you be able to help me grow by sharing your thoughts on these reading?  Here is some question that is lingering with me as well:

As a new teacher, how can you help bridge the gap to the minorities within your classroom?

Is Alvin Irby provide a solution or a barrier to reading for black boys?

Many of you shared that you have or are currently members of a book club. Would the Project ONEE work within your current book clubs?

How could you use multimodal to develop community involvement within your classroom?

Are you currently involved in your community? Where? Why?

Jocius, R., & Shealy, S. (2018). Critical Book Clubs: Reimagining Literature Reading and Response. The Reading Teacher, 71( 6), 691-702.

Tatum, A. W. (2006). Engaging African American males in reading. Educational Leadership, 63 (5), 44.

Bomer, R., & Bomer, K. (2001). For a Better World: Reading and Writing for Social Action. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881. (Chapter 9)