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Learning To Live: Urban Black Male Youth, Curriculum Protest And Transformative Citizenship, Colette Thelemaque-Collier

College of Education Theses and Dissertations

Social justice curriculum argues that preparing students for life should involve a process of dialogue and schooling as a place of power disruption versus an approach built on social and political neutrality. This study examined the experiences and perceptions of urban Black male youth who participate in social justice curriculum. Through narrative inquiry, I used the concepts of Black “curricular protest” (Watkins, 2005) and concenticization (Freire, 1993) to understand how urban Black male youth who engage in curriculum as critique come to understand their own “transformative citizenship development” (Banks, 2008). Across three interviews, participants shared their experiences to inform more …